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# Evaluation Briefs

## Using Graphs and Charts to Illustrate No. 12 | July 2008

Quantitative Data
Using visual representations to present data from Indicators for School Health, (SLIMS), surveys, or other
evaluation activities makes them easier to understand. Bar graphs, pie charts, line graphs, and histograms are an
excellent way to illustrate your program results. This brief includes concepts and definitions, types of graphs
and charts, and guidelines for formatting.

## Major Concepts and Definitions

Percent of Schools That Taught a Required
Graphs and charts condense large amounts of Health Education Course in Each Grade
information into easy-to-understand formats that 100
clearly and effectively communicate important Percent of Schools 73.6 74.1 74.7
points. In selecting how best to present your data, 75
73.0

what you want to present, then decide which 50

variables you want to include and whether they 25 19.8 20.3 20.2
should be expressed as frequencies, percentages, or
categories. 0
6th 7th 8th 9th 10th 11th 12th

## When you decide what kind of graph or chart best Grade

illustrates your data, you should consider what type
of data you are working with. Categorical data are
grouped into non-overlapping categories (such
A pie chart is a circular chart used to compare
as grade, race, and yes or no responses). Bar graphs,
parts of the whole. It is divided into sectors that
line graphs, and pie charts are useful for displaying
are equal in size to the quantity represented.
categorical data. Continuous data are measured
on a scale or continuum (such as weight or test Percent of State HIV Projects That Described Their
scores). Histograms are useful for displaying Relationship with the State CDC-Sponsored Community
continuous data. Planning Group for HIV Prevention in the Following Manner
4%
10%
7%

## Bar graphs, line graphs, and histograms have an x-

and y-axis. The x-axis is the horizontal part of the
graph and the y-axis is the vertical part. 38%

## represent different categories of data. The length Attended to observe only

or height of the bar is equal to the quantity Attended and served as a content expert or technical advisor with no voting privileges
Other

## within that category of data. Bar graphs are best

used to compare values across categories.
Evaluation Briefs 2

No. 12

A line graph displays the relationship between Guidelines for Formatting Graphs
two types of information, such as number of and Charts
school personnel trained by year. They are useful
in illustrating trends over time.
Keep it simple and avoid flashy special
effects. Present only essential information.
Percent of High School Students Who Ever Avoid using gratuitous options in graphical
Had Sexual Intercourse, 1991 2007 software programs, such as three-dimensional
100 bars, that confuse the reader. If the graph or
chart is too complex, it will not clearly
80
communicate the important points.
60 54.1 53.0 53.1 Title your graph or chart clearly to convey
Percent

48.4 49.9
45.6 46.7 46.8 47.8
the purpose. The title provides the reader with
40
the overall message you are conveying.
20 Specify the units of measurement on the x-
and y-axis. Years, number of participants
0
1991 1993 1995 1997 1999 2001 2003 2005 2007
trained, and type of school personnel are
Year examples of labels for units of measurement.
Label each part of the chart or graph. You
may need a legend if there is too much
information to label each part of the chart or
A histogram has connected bars that display
graph. (See the line graph). Use different colors
the frequency or proportion of cases that fall
or variations in patterns to help the reader
within defined intervals or columns. The bars
distinguish categories and understand your graph
on the histogram can be of varying width and
or chart.
typically display continuous data.

## Post-training Assessment Scores from Resources

High School Health Educators
Minter E, Michaud M. Using Graphics to Report
14 Evaluation Results. University of Wisconsin
# health educators receiving score

12
12 11
10
Cooperative Extension. 2003. Available at
10 9 http://learningstore.uwex.edu/pdf/G3658-13.PDF*
8

4 3 3 3
2 1 1 * Links to non-Federal organizations are provided solely as a
0 service to our users. Links do not constitute an endorsement of
60 65 70 75 80 85 90 95 100
any organization by CDC or the Federal Government, and
none should be inferred. The CDC is not responsible for the
test scores
content of the individual organization Web pages found at this