Solidifying the Impact of Your Data Culture: The Bricks and Mortar Patience Oranika and Marcus Vandiver, Ed.D Alabama Department of Education Research & Development Section
Solidifying the Impact of Your Data Culture: The Bricks and Mortar
Jan 03, 2016
Solidifying the Impact of Your Data Culture: The Bricks and Mortar. Patience Oranika and Marcus Vandiver, Ed.D Alabama Department of Education Research & Development Section. What is R&D using to analyze/display data?. Statistical Analysis Procedures Displaying Data Software. - PowerPoint PPT Presentation
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Solidifying the Impact of Your Data Culture:The Bricks and MortarPatience Oranika and Marcus Vandiver, Ed.DAlabama Department of EducationResearch & Development Section
What is R&D using toanalyze/display data?Statistical Analysis ProceduresDisplaying DataSoftware
Statistical Analysis ProceduresThe Means ProcedureCorrelationsRegression (Predictive Modeling)
Statistical Analysis Procedures:The Means Procedure
The Means Procedure allows us to view, explore, and compare certain characteristics of continuous variables within certain categories.
Statistical Analysis Procedures:The Means Procedure
The Means Procedure was used to analyze the data from the Instructional Audit Tool.Coded the Auditing ToolIndividual Analysis (if possible)Group AnalysisMeans were compared using identified categories from the auditing tool
Statistical Analysis Procedures:The Means Procedure
Used The Means Procedures to analyze the data from the Instructional Audit Tool
Descriptive Statistics: Minimum, maximum, mean of each individual item, and standard deviation
This Means Comparison Report is categorized by Subject
Other analyses that could be run in addition to the Means Procedure include ANOVA and Measures of Association
Mean Comparison Report by Class Size
Class Size Positive Relationships
Use of Instructional
Strategies
Use of Learning Activities
Use of Student Response Strategies
Level of Student
Engagement
1-10 Mean 2.60 1.71 2.14 2.34 2.86
N 73 73 73 73 73
Std. Deviation .721 .920 .918 .820 .990
11-20 Mean 2.67 2.04 2.23 2.30 2.72
N 264 264 264 264 264
Std. Deviation .581 .910 .868 .799 .821
21-30 Mean 2.63 2.04 2.15 2.21 2.56
N 261 261 261 261 261
Std. Deviation .671 .876 .900 .778 .842
30 or more Mean 2.22 1.55 1.65 1.90 2.28
N 40 40 40 40 40
Std. Deviation .862 .846 .864 .841 .816
Total Mean 2.62 1.97 2.15 2.24 2.64
N 638 638 638 638 638
Std. Deviation .662 .904 .895 .800 .859
Statistical Analysis Procedures:Correlations
Correlation is a statistical measurement of the relationship between two variables. Possible correlations range from -1 to +1.
Statistical Analysis Procedures:Correlations A correlation of –1 indicates
a perfect negative correlation, meaning that as one variable goes up, the other goes down.
A zero correlation indicates that there is no relationship between the variables.
A correlation of +1 indicates a perfect positive correlation, meaning that both variables move in the same direction together.
Statistical Analysis Procedures:Correlations A correlation of –1 indicates
a perfect negative correlation, meaning that as one variable goes up, the other goes down.
A zero correlation indicates that there is no relationship between the variables.
A correlation of +1 indicates a perfect positive correlation, meaning that both variables move in the same direction together.
Statistical Analysis Procedures:Correlations
Correlations Explore
Avg. ScoresARMT
Percent IIIARMT
Percent IVARMT
Percent III/IVExplore
Avg. ScoresPearson Correlation
1 -.180* .872** .843**
Sig. (2-tailed) .039 .000 .000
N 132 132 132 132
ARMTPercent III
Pearson Correlation
-.180* 1 -.420** .143
Sig. (2-tailed) .039 .000 .102
N 132 132 132 132
ARMTPercent IV
Pearson Correlation
.872** -.420** 1 .838**
Sig. (2-tailed) .000 .000 .000
N 132 132 132 132
ARMTPercent III/IV
Pearson Correlation
.843** .143 .838** 1
Sig. (2-tailed) .000 .102 .000
N 132 132 132 132
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
Examining the correlations between the identified ARMT percentages of proficiency at levels III, IV, and III and VI combined against ACT Explore average scores.
Statistical Analysis:Regression (Predictive Modeling)
In simple linear regression, a criterion variable is predicted from one predictor variable. In multiple regression, the criterion is predicted by two or more variables.
Statistical Analysis:Regression (Predictive Modeling)
For example, you might want to predict a student's university grade point average on the basis of their High-School GPA (HSGPA) and their total SAT score (verbal + math). The basic idea is to find a linear combination of HSGPA and SAT that best predicts University GPA (UGPA).
Displaying DataChartsLine GraphsBar GraphsScatterplotsFilled Maps
Displaying Data:Charts – ACT Course PatternCourse Pattern N Average
ScoreCourse Value
AddedPercent Meeting
Alg 1, Alg,2, Geom, Trig, & Calc 2693 20.2 4.3 68
Alg 1, Alg,2, Geom, Trig, & Other Adv Math 4663 19.9 4.0 56
Alg 1, Alg,2, Geom, & Trig 3431 17.6 1.7 32
Alg 1, Alg,2, Geom, Other Adv Math 1910 17.8 1.9 32
Other combination of 4+ years 13497 21.0 5.1 65
Alg 1, Alg,2, & Geom 3149 16.4 0.5 11
Other combination of 3 or 3.5 years 1248 17.5 1.6 34
Less than 3 years 1635 15.9 - 7
Zero years/no courses reported 292 16.8 - 20
Displaying Data: Line Graphs - PLAN 2020 Graduation Rate
2011* 2012 2013 2014 2015 201640%
50%
60%
70%
80%
90%
100%
72%74%
76%78%
80%75%80%
Gra
duati
on R
ate
Displaying Data:Bar Graphs – ACT Average Scores
English Math Reading Science All 4 Areas
20.1
19.4
20.5
20 20.120
19.5
20.4
19.920.120.2
19.4
20.7
2020.2
2011 2012 2013
Displaying Data: Bar Graphs – ACT College Readiness
English Math Reading Science All 4 Areas
64
31
46
2117
63
31
46
2217
64
30
39
28
18
2011 2012 2013
Displaying Data:Bar Graphs – ACT College Readiness
English Math Reading Science All 4 Areas
64
31
46
2117
63
31
46
2217
64
30
39
28
18
2011 2012 2013
Displaying Data:Bar Graphs – Cohort Assessment Analysis
4th ARMT 5th ARMT 6th ARMT 7th ARMT 8th ARMT 11th AHSGE 12th AHSGE 12th (ACT)0%
20%40%60%80%
100%
All Students African American American Indian/Alaska NativeWhite Hispanic/Latino Asian/Pacific Islander
4th ARMT 5th ARMT 6th ARMT 7th ARMT 8th ARMT 11th AHSGE 12th AHSGE 12th (ACT)0%
20%40%60%80%
100%
All Students African American American Indian/Alaska NativeWhite Hispanic/Latino Asian/Pacific Islander
ARMT Math, Level III vs Level IV
Displaying Data: Bar Graphs – Metric Shift
Displaying Data: Bar Graphs – Metric Shift
Displaying Data: ScatterplotsACT Explorer Mathematics and ARMT Mathematics Level III, 2011
Correlations Explore Avg. Scores
ExploreAvg.
Scores
Pearson Correlation 1Sig. (2-tailed) N 132
ARMTPercent
III
Pearson Correlation -.180*
Sig. (2-tailed) .039N 132
ARMTPercent
IV
Pearson Correlation .872**
Sig. (2-tailed) .000N 132
ARMTPercent
III/IV
Pearson Correlation .843**
Sig. (2-tailed) .000N 132
10.000 11.000 12.000 13.000 14.000 15.000 16.000 17.000 18.000 19.000 20.0000
10
20
30
40
50
60
70
80
90
100
f(x) = − 1.12954312873742 x + 65.0178050610957R² = 0.0323229149860322
Average of Explorer Mathematics Scale Scores by District
Perc
ent P
rofic
ient
on
the
ARM
T M
ath
Leve
l III/
IV b
y Di
stric
t
Displaying Data: ScatterplotsACT Explorer Mathematics and ARMT Mathematics Level IV, 2011
Correlations Explore Avg. Scores
ExploreAvg.
Scores
Pearson Correlation 1Sig. (2-tailed) N 132
ARMTPercent
III
Pearson Correlation -.180*
Sig. (2-tailed) .039N 132
ARMTPercent
IV
Pearson Correlation .872**
Sig. (2-tailed) .000N 132
ARMTPercent
III/IV
Pearson Correlation .843**
Sig. (2-tailed) .000N 132
10.000 11.000 12.000 13.000 14.000 15.000 16.000 17.000 18.000 19.000 20.0000
10
20
30
40
50
60
70
80
90
100
f(x) = 9.9429271832967 x − 114.311165538876R² = 0.760543498481164
Average of Explorer Mathematics Scale Scores by District
Perc
ent P
rofic
ient
on
the
ARM
T M
ath
Leve
l IV
by D
istric
t
Displaying Data: ScatterplotsACT Explorer Mathematics and ARMT Mathematics Levels III/IV, 2011
Correlations Explore Avg. Scores
ExploreAvg.
Scores
Pearson Correlation 1Sig. (2-tailed) N 132
ARMTPercent
III
Pearson Correlation -.180*
Sig. (2-tailed) .039N 132
ARMTPercent
IV
Pearson Correlation .872**
Sig. (2-tailed) .000N 132
ARMTPercent
III/IV
Pearson Correlation .843**
Sig. (2-tailed) .000N 132
10.000 11.000 12.000 13.000 14.000 15.000 16.000 17.000 18.000 19.000 20.0000
10
20
30
40
50
60
70
80
90
100f(x) = 8.81338405455928 x − 49.2933604777807R² = 0.71071879165909
Average of Explorer Mathematics Scale Scores by District
Perc
ent P
rofic
ient
on
the
ARM
T M
ath
Leve
l IV
by D
istric
t
Displaying Data: Filled Maps – 2013 Graduation Rate Map
About Tableau maps: www.tableausoftware.com/mapdata
DISCLAIMER: This is an inaccurate depiction of what the graduation rate could look like mapped in the state of Alabama by School District
2011* 2012 2013 2014 2015 201640%
50%
60%
70%
80%
90%
100%
72%74%
76%78%
80%75%
80%
Gra
duati
on R
ate
About Tableau maps: www.tableausoftware.com/mapdata
Displaying Data:Filled Maps – 2013 ACT Average Scores
DISCLAIMER: This is an inaccurate depiction of what the graduation rate could look like mapped in the state of Alabama by School District
English Math Reading Science All 4 Areas
20.1
19.4
20.5
2020.1
20
19.5
20.4
19.9
20.120.2
19.4
20.7
20
20.2
2011 2012 2013
Displaying Data: Filled Maps
About Tableau maps: www.tableausoftware.com/mapdata About Tableau maps: www.tableausoftware.com/mapdata
Graduation Rate Average ACT Scores
About Tableau maps: www.tableausoftware.com/mapdata
Absentee Rate
About Tableau maps: www.tableausoftware.com/mapdata
Truancy Rate
DISCLAIMER: This is an inaccurate depiction of what the graduation rate could look like mapped in the state of Alabama by School District
Analytical Software ProgramsExcelBasic analyticsManipulating data (Pivot tables)Merging data (VLookUp)
CognosAccess to dataBuilding reports for analysisCross tabulation
SPSSComplex analyticsMerging data
TableauInteractive visualizationsData and display deploymentAnalytics
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