Understanding the Data Data 101 Robert Dunn Gord Wagner
Dec 17, 2015
Understanding the Data
Data 101Robert DunnGord Wagner
Working Norms
• Everyone has wisdom.• We need everyone’s wisdom for the wisest
result.• Your questions contribute to building the
wisdom of the group.• There are no wrong answers.• The whole is greater than the sum of its parts.• Everyone will hear others and be heard.• Make sure your cell phones are on off.
Assessment Literacy“Assessment literacy is a high yield strategy
that increases the collective capacity of educators:
• to gather/access student performance data• to critically analyze (disaggregate,
interpret) such data• to develop action plans for improvement• to discuss and debate the meaning of data
in public fora.”Fullan, M (2003). Change with a Vengeance. p.49
Lets Talk about Data
• Data is meaningless – just numbers• Assessment literacy – is a comprehension exercise
NOT a statistical exercise• The group must agree on the meaning of the data• you must be prepared to confront the myths:
– “whole child vs. EQAO!”– Data does not paint the complete picture – only part of
picture.– My Report Card data is more representative of what
the student can do than EQAO!
Summary of Key Performance Indicators
DRA Data
Grade 3 EQAO Trend
EQAO – Reading – Grade 35 Year Trend – School B
Historical, Grade 3, 2008-2009,Reading,Trending Display
Grade 3 EQAO ReadingSchool A 03-04 – 07-08
School A
Grade 6 EQAO Trend
EQAO – Reading – Grade 6 5 Year Trend – School B
Historical, Grade 6, 2008-2009,Reading,Trending Display
Grade 6 EQAO ReadingSchool A – 03-04 – 07-08
School Impact TrackingWhat does that mean in terms of our work?
Trailing Indicator Respond to the Question: Has the school improved,
remained static or declined?
Five Year Trend
Cohort I Data -
Cohort II Data
Attendance
How would you describe the impact of your school improvement plan in relation to enhanced student achievement?
•
Summary of Key Performance IndicatorsCohort Tracking
Cohort Grade 3 – 6 EQAO Reading
Grade 1 RC – Grade 3 EQAOReading
Cohort Tracking Data Compare Grade 1 Report Card and Grade 3 EQAO
EQAO Gr. 6 – RC – Gr. 8
Assessment Practises
Summary of Key Performance Indicators
Assessment Practices
Grade 9 Credit Accumulation
Grade 9 Credit Accumulation by Feeder SchoolCredit Earned Summary, current, grade 9,2008-2009, by Feeder School
This group of students is not likely
graduating!
Grade 10 Credit Accumulation by Feeder SchoolCredit Earned Summary, current, grade 10,2008-2009, by Feeder School
This group of students are not likely graduating!
Cohort Graduation Rate 66%
School Impact TrackingWhat does that mean in terms of our work?
Trailing Indicator Respond to the Question: Has the school improved,
remained static or declined?
Five Year Trend
Cohort I Data -
Cohort II Data
Attendance
How would you describe the impact of your school improvement plan in relation to enhanced student achievement?
•
Attendance Matters “teaching causes learning”
Figure 7: Grade 10 Absenteeism (September-June) and Graduation-Dropout by the end of Year 5 (Fall 2007)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Absenteeism Rate (September-June)
Pro
po
rtio
n o
f S
tud
en
ts
Graduation Dropout
Predicting the Probability of Leaving Early:
Gender and Grade 9 Attendance, Math
0.00
0.10
0.20
0.30
0.40
0.50
0.60
0.70
0.80
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 >15
No. of Missed Math Classes in Grade 9
Pro
babi
lity
of L
eavi
ng E
arly
.
Male Female
Research and Assessment Services, 2009
Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007)
Gr. 3/6 Attendance and EQAO ReadingCorrelation of Students' Attendance with Their Grade 3/6 EQAO
Reading Achievement
66% 66%
70%
76%74%
65%63%
64%
69% 70%
62%60%
62%64%
67%
59% 59% 59%
64% 65%
58% 59% 60%63% 62%
50% 49%47%
56%58%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2001-02 2002-03 2003-04 2004-05 2005-06
% o
f S
tud
ents
Mee
tin
g
Gra
de
3/6
EQ
AO
Rea
din
g S
tan
dar
ds
0 1-5 6-10 11-15 16-20 21+Days Absent:
Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007)
Gr. 3/6 Attendance and EQAO MathematicsCorrelation of Students' Attendance with Their Grade 3/6 EQAO
Mathematics Achievement
76% 75%
81%84% 84%
75%73%
76%79% 79%
70%67%
71%74% 75%
66% 65%68%
71%73%
61% 60%
65%
70% 68%
56%53%
52%
61% 60%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2001-02 2002-03 2003-04 2004-05 2005-06
% o
f S
tud
ents
Mee
tin
g
Gra
de
3/6
EQ
AO
Mat
h S
tan
dar
ds
0 1-5 6-10 11-15 16-20 21+Days Absent:
Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007)
Gr. 3/6 Attendance and EQAO ReadingImpact of Students' Attendance on Their Grade 3/6 EQAO Reading
Achievement
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
Days Absent
Pro
bab
ilit
y o
f M
eeti
ng
Gra
de
3/6
EQ
AO
Sta
nd
ard
s
Grade 3 Grade 6
63%
57%
Samuel M. Zheng, Research & Evaluation Services, York Region District School Board (2007)
Gr. 3/6 Attendance and EQAO ReadingImpact of Students' Attendance on Their Grade 3/6 EQAO Reading
Achievement
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
Days Absent
Pro
bab
ility
of
Mee
tin
g G
rad
e 3/
6 E
QA
O S
tan
dar
ds
Boy with Low SESBoy with Avg SESBoy with High SESGirl with Low SESGirl with Avg SESGirl with High SES
73%
46%
Attendance