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Data Analysis

(2014, 2015, fall 2016)


Vision International
School, Qatar
Nov. 14th, 2016

Margo Tripsa

Narrated Presentation: https://goo.gl/WNWUaQ


Purpose of the Data Overview

Analyse student and teacher demographics


Analyse MAP Data since the school opened (2014-2016)
Compare MAP test scores to US national norms (NWEA norms study)
Provide new staff and administrators with a history of the schools academic
results
Provide a narrative of the data collected through MAP testing, as well as of the
demographics data
Identify trends, strengths, and weaknesses
What did enrollment look
like?
Student Demographics Data
26 different nationalities
Teacher Demographics Data
n=46
How big is teacher turnover?

% ? 0 % ? % ?
10 3 60
What are some attendance
patterns (2014-2016)?
RAMADAN:

2015: June 17th


2016: June 5th
2017: May 26th
Are there any trends when
conducting a Data Analysis by
Gender in
MATH (MAP)?
Are there any trends when
conducting a Data Analysis by
Gender in
Reading (MAP)?
Overall by Subject, Fall 2016,
(3rd - 8th grade)
Percentile= (a percentage-based ranking) of the
achievement reached for the given term as compared to
the same grade and subject in the NWEA norms study.
Reading vs. Math, Fall 2016,
(elementary & middle school)
Data Analysis by Ethnicity
Fall, 2016,
Qatari vs. Non Qatari
How many students met their
projected growth?
Achievement Status and Growth Summary with Quadrant Chart, Fall 2015 to Spring 2015, 4th grade Boys, MAP

Low Achievement/High Growth High Achievement/High Growth

Low Achievement/Low Growth High Achievement/ Low Growth

*Projections are based on national norms (USA).


Is there a correlation
between student scores in
Arabic and English?
Yes!
+0.52 (moderate positive relationship)
No! 0.19 No relationship.
No! 0.11 No relationship.
Strengths and Weaknesses
Strengths:
Both student body and teacher body are diverse.

Overall, students score progressively higher both in reading and math.

In math, students are closer to the US norm than in reading.

Since the school opened, overall, 3rd grade and 4th grade students have scored closer
to the US norm than any other grade.

According to the Fall 2016 scores, 4th grade has the smallest number of students in
the low percentile range and the largest number of students in the high percentile
range in the school.

According to the spring 2015 testing session, 9th grade girls surpassed the US norm in
Reading.
Weaknesses:
Attendance issues

High teacher turnover

The high percentage of new students brings fall scores down every year.

Reading scores are lower than math scores.

Middle school boys scores in reading are much lower than the girls scores.

8th grade girls scored on average lower than 7th grade girls in math between 2014 and 2016.

According to the Fall 2016 scores, 3rd grade got the lowest scores in the school.

Between Fall 2014 and Fall 2016 Qatari students typically scored lower than the Non-Qatari students.
Conclusions
Assessments and data analysis are critical because they create opportunities for
making adjustments to instruction.

Schools need to make constructive use of assessment data which should be


reflected in the instructional changes that follow the data analysis phase.

Through data analysis school leaders can take a closer look at the data about
people, practices, and perceptions, engage in data driven decision-making
and collaborative inquiry and, therefore, explore systematically the various
causes of student learning problems and propose solutions.

Data analysis is a commitment to equity, to helping each and every student


succeed.
Next Steps
Involve teachers in data inquiry and data-decision making

Design Action Plans

Design and implement reading intervention plans

Tackle attendance issue

Address the ethnic and gender achievement gap

Further analysis of formative data and item-level analysis would greatly


complement this analysis and would help identify specific student learning problems
Questions?