Learning to Read Stories in Numerical Data

1. Learning to Read Stories in Numerical Data Debbie Hanson, Center for Urban Education Hannah Lawler, Santa Monica College

2. Partner Discussion Think back to a recent time when data was presented/ discussed at your institution and share: • What data were you looking at? • Why were you looking at it? • How was the data shared? • Was there a group discussion about what the data meant and it’s implications? • What did participants do with the data following the meeting?

3. What we want to talk about today… Overview: • Reading Stories in Data using an Action Research Lens • Strategies for Presenting Equity Data • Creating a Structure To Promote Collaboration and Focus Dialogue

4. Action Research • Brings together a ‘community of practice’ • Participants conduct research to understand the environment within which they practice • Participants reflect on their own practices, beliefs, and values • Goal: change initiated by stakeholders—those on the ground level who both have intimate knowledge of practices AND are positioned to make those changes Translated to Reading Stories in Data, this means….

5. Reading Stories in Data Using an Action Research Lens • Multiple voices contributing to ‘the data story’ • Data is connected to day-to-day practices • Participants are asked to reflect on their own practices, beliefs, and values (based on what the data shows) • Participants discuss how data should inform action

6. Part I: Tools/Strategies for Presenting Equity Data Goal: present data in a way that is clear, meaningful, and actionable • Focus on the right indicators • Use of visual tools • Color • Graphic displays • Pictures/images • Translate equity goals into humans • Anticipating next questions

7. Session Learning Outcomes • Session participants will learn tools for presenting equity data that is consumable • Session participants will learn strategies for promoting collaborative dialogue around equity data

8. #1: Focus on the Right Data Last math course completed in high school Course success rates in developmental math Where students placed on the math placement exam Participation in tutoring and other academic support services Students’ financial aid status Enrollment status (full-time/part-time) Parent’s education level

9. #2a: Use of Visual Tools - Colors

10. #2b: Use of Visual Tools – Graphic Displays

11. #2c: Use of Visual Tools – Pictures/Images

12. #2c: Use of Visual Tools – Pictures/Images Cohort MATH 101 MATH 102 Transfer Math

13. #3: Translate Equity Goals into Humans Hispanic Graduation Rate Overall Student Population Graduation Rate Equity Gap 38.5% - 45.7% = -7.2% or 181 students

14. #3: Translate Equity Goals into Humans Actual Hispanic Graduation Rate and Envisioned Equity Envisioned Equity = 45.7% (181 additional students) Total First-time Freshmen Fall 2010 = 2501

15. #4: Anticipating “Next” Questions

16. Part II: Creating a Structure To Promote Collaboration and Focus Dialogue ‘First-Take’ Questions • What is the data telling you? Does it signal that there might be a problem? An opportunity? • What part of this information do you think is the most interesting? • Did this data surprise you? If so, how? Delving-Deeper Questions • How can we connect this data to our day-to-day practices? If the data uncovers an outcome that’s problematic – what are the practices and policies connected to that area? • How might we find out what isn’t working in that area and experiment with new practices (remember, we’re focusing on ‘structures’ not on ‘people’) • Is there additional data we should look at to better define the ‘problem’

17. Getting People To Own the Data • Getting people to share own anecdotal experiences • Building trust

18. Parking Lot • I heard you, and it’s valid and needs to be discussed, helps to focus conversation