Analysis and Use of Student Data, Part I The Data Inquiry Process

1. Analysis and Use of Student Data, Part IThe Data Inquiry Process Administrative Academy Los Angeles Unified School District 2004 - 2005

2. Steps in the Data Inquiry Process 1. Begin with a question • answerable & meaningful • Who’s question is it? purpose: accountability, instructional practice, school climate audience: external vs. internal

3. Steps in the Data Inquiry Process 1. Begin with a question 2. Examine the data • What data are available & for what time period? • Objective, matter-of-fact statements about what is shown in the data

4. Steps in the Data Inquiry Process 1. Begin with a question 2. Examine the data 3. Raise questions about the data 4. Interpret the data • What are your hypotheses? - must be testable using data

5. Steps in the Data Inquiry Process 1. Begin with a question 2. Examine the data 3. Raise questions about the data 4. Interpret the data 5. Propose actions / interventions • Include monitoring activities

6. Step 1: Begin with a Question Are all grade levels making progress toward achieving proficiency on the English-Language Arts content standards?

7. Specific Questions • What percent of students have achieved proficiency on the California Standards Test in English-Language Arts at each grade level? • Are all grade levels progressing at a similar pace? If not, what are the observed differences? • How are students doing by grade level in other English-Language Arts standards-based assessments?

8. Step 2: Examine Data

9. Ways to Use Data • Begin with the Big Picture Analysis • How many students have reached proficiency? • How does it vary by grade level? • Narrow Focus on Subgroups • What does the data look like among Local Districts? • What subgroup am I interested in? • Focus on Individual Students • Who is not doing well? • Which students do I need to target for specific services?

10. 20.6 19.5 18.2 17.0 17.0 16.4 15.9 15.6 14.6 Are all grade levels making progress toward achieving proficiency on the English-Language Arts content standards?

11. Data Statements: • The proportion of students meeting proficiency increased each year from 2000-2001 to 2002-2003 for grades 6 & 7. • The proportion of students meeting proficiency in grade 8 did not change from 2001-2002 to 2002-2003. • The gains made in grades 6 & 7 over three years are similar: • 4.9% more students proficient in grade 6 • 4.7% more students proficient in grade 7 • In 2000-2001, grade 8 had the highest proportion of proficient students. By 2002-2003, they had the lowest proportion.

12. Step 3: Raise Questions What additional questions do we have after reviewing these data? What additional data are needed?

13. Questioning • Are there differences in performance within the content strands? • How are students doing in other English-Language Arts standards-based assessments? • Are there differences in curriculum or instruction between grade levels that could account for the observed results?

14. Content Strand Analysis

15. 4. Interpret the Data What do the data mean? What are the implications?

16. 5. Propose Actions / Interventions: Set Goals • What action / intervention would you suggest? • What additional data would you want to collect? • Are there professional development opportunities that should be made available? • Are there school environment issues that should be addressed?

17. Nancy Love (2002). Using Data/Getting Results. Norwood, MA: Christopher-Gordon. Eisenhower National Clearinghouse for Mathematics and Science Education - http://www.enc.org 1. Begin with a question 2. Examine the data • Propose actions/ • interventions: Set goals 3. Raise questions about the data 4. Interpret the data