Order from us for quality, customized work in due time of your choice.
1.Describe the school setting including general information (school level, number of students and teachers) and demographic data. (ELCC 1.2).
2.Using an appropriate technology tool (e.g. Excel, SPSS, your district’s tool), analyze the school achievement data by subgroup including students’ learning scores for standardized, diagnostic tests, and any other appropriate data available. (ELCC 1.2, 2.4). You can focus on data for a class. Display the data in a table and a graphical representation. (do not us internet generated representations)
3.Look for the patterns and areas of concern linked to specific standards and write those standards. Identify any indicators for which the data indicate students’ learning gaps.
Geometric Reasoning performance by various demographics (Ethnicity, Gender, Section 504, ESE, ELL)
Some key observations from the summary table:
The sample size for each subgroup varies significantly, which may affect the reliability of comparisons between groups.
There are notable differences in average scale scores and percentile ranks across different ethnicities and other subgroups.
Students with certain characteristics (e.g., Section 504 status, ESE status, or ELL status) show different performance patterns compared to their peers.
4.Based on the data you analyze, write goals to address the concern. (ELCC 1.4).
5.Analyze the standard/s related to the low achievement data. Using the table below, identify the content knowledge, reasoning, skills, products, and dispositions targets that are included in the standards identified as areas of concern.
Order from us for quality, customized work in due time of your choice.