High School Data Team progress update Co-Chairs: Scott Summers Ororo T'Challa-Wakandas Members: Rachel Grey James Howlett Katherine Pryde Kurt Wagner Consultant:

High School Data Teamprogress update

Co-Chairs: Scott Summers Ororo T'Challa-Wakandas Members: Rachel GreyJames HowlettKatherine PrydeKurt WagnerConsultant:Sean Parker

This Demo Uses Fictional Data For Purposes of ExampleThe Ultimate Goal is to Answer Your Questions with Your Data

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Questions We’ve Been Asking

Are students “tracked” within course level?• Honors Level Courses• College Preparatory Level Courses• General Education Level Courses

If so, is “tracking” related to race/ethnicity?• Asian• Black• Hispanic• White

As Self-identified For NCLB Purposes

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The red denotes statistically significant differences.

Ave

rage

Num

ber

of G

.E. C

ours

es

Hispanic and Black Students

Of the 564 students in our sample (last year’s seniors), we will look at the 270 students who took at least one G.E. course during their freshman year. Thus, we are looking at 48% of our sample.

Freshman SeniorSophomore JuniorYear

We might expect the upper line to represent 48% of Hispanic and Black students and the lower line to represent 48% of White and Asian students. However…

64%

42%

This difference is statistically significant.

Notice the racial/ethnic difference in average number of G.E. courses taken.

Also notice the difference from freshman to sophomore year.

White and Asian Students

Are students “tracked” in general education (G.E.) courses if they begin as freshmen in

G.E. courses?

Possible explanations:

• Differences in Parental Advocacy

• Bias in Placement

• Peer Influences

• Differences in Proficiency

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

200 210 220 230 240 250 260 270 280

8th Grade Math MCAS Scaled Score

Pro

bab

iltiy

of

Pla

cem

ent

In G

.E. F

resh

man

Mat

h White

240 is “Proficient” By State Standards

6%

Is the “tracking” related to race/ethnicity?

We will look at all 564 students (last year’s seniors), and we will consider their probability of taking G.E. freshman math. We will ask if this probability differs by race/ethnicity.

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0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

200 210 220 230 240 250 260 270 280

8th Grade Math MCAS Scaled Score

Pro

bab

iltiy

of

Pla

cem

ent

In G

.E. F

resh

man

Mat

h

Black

Asian

White

240 is “Proficient” By State Standards

6%12%13%

Is the “tracking” related to race/ethnicity?

We will look at all 564 students (last year’s seniors), and we will consider their probability of taking G.E. freshman math. We will ask if this probability differs by race/ethnicity.

DataTeamConsulting.Com

We will look at all 564 students (last year’s seniors), and we will consider their probability of taking G.E. freshman math. We will ask if this probability differs by race/ethnicity.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

200 210 220 230 240 250 260 270 280

8th Grade Math MCAS Scaled Score

Pro

bab

iltiy

of

Pla

cem

ent

In G

.E. F

resh

man

Mat

h

Hispanic

Black

Asian

White

240 is “Proficient” By State Standards

6%12%13%28%Possible explanations:

• Tracking Since 7th Grade

• Differences in Parental Advocacy

• Bias in Placement

• MCAS Does Not Fully Capture Proficiency

Is the “tracking” related to race/ethnicity?

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The Data Wise Model and Our Process

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Please join us!

?What questions do you want to ask the

data?

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