1. Middle School
Data Analysis
End of Unit Reading:
Exam
and MAP
Fall
By Marvin Espinoza
Welcome everyone, thank you for having me.
Presentation -> student performance ->End of Unit Exam in Reading + NWEA Fall
Map relationship
2. Takeaway #1
First Takeaway:
6th Grade is struggling the most across the board, according to any slice of data
Therefore, here lies a lot of potential for growth
AND:
Move 6th graders closer to the fence (80% area) through intervention
3. Not Just
the Kids on
the Fence
Takeaway
#2
Second Takeaway:
Students close to 80% on test = critical
-move Mastery % from 45% to 72%
BUT, if we look at kids just a little farther off:
-move Master% rom 45% to 84%
4. General Student Performance:
End of Unit Reading Exam - Grades 6-8
45%Percentage of
Students at Mastery
74%Average Score on
End of Unit Exam
*All numbers are rounded
45% of all the students achieved Mastery
Their average score was 74%
What’s going on? What’s keeping Mastery low?
Digging Deeper by Grade Level:
5. 1. Great relationship:
a. % passing increases with grade level -> wish I could see a cohort
moving along to see their growth
b. 6th grade’s passing rate is the lowest of all grades
c. 8th grade had the highest rate of passing
2. What were the averages though?
6. Here we see:
1. The pass rates almost mirror the average score by grade level. This runs
through the data, as you’ll see.
2. 6th grade:
a. Lowest score
b. Highest spread (has the most academically unlike students) →
requires a lot of work and differentiation
i. Where is that spread coming from?
3. 7th Grade:
a. Highest average score
b. Lowest variance = a great thing => students are very alike
academically
4. 8th Grade:
a. Similar to 7th grade, with a little more diversity academically
7. 1. 6th Grade
a. ~75% of 6th grade < 80%
b. ~30% of 6th grade below 50%
2. 8th Grade
a. Would have had the same score as 7th, but bottom 4 outliers moved
average down
3. Question however:
4. Let’s look passing rates by class and see if it can explain variance in 6th grade
8. 1. 6th Grade (consistent with performance by grade)
a. Class 1 trails Clas 2 by 20% points
b. Teacher may be struggling with 6C1.
2. 7th Grade
a. Teacher seems to provide even instruction according to students’ pass
rates
3. 8th Grade
a. Class 1 ⅔ of students passing
b. Class 2: ⅓ of students passing → 8C2 is struggling, and maybe the
instructor as well
4. Class 1:
a. Increase by grade level
5. Class 2:
a. Decreasing by grade level
Note: 1 person in class of 25 = 4%
Keep eyes on 6C1, and 8C2
9. 1. Each class has a similar spread to its counterpart=>
a. Spread isn’t coming from major difference in class instruction between
them
2. Only big difference is passing rate between classes:
10. Please excuse the overlapping numbers:
Difficult to remove when so close together
Importance of this graph:
1. 41 students scored within 10 percentage points of passing
2. whopping difference between:
3. 45% overall pass -> 72% overall pass
Next question: Where do we find these students?
6th grade: evenly split between Class 1 and Class 2
7th Grade: 10 within Class 1, 5 within Class 2
8th Grade: 5 in Class 1, 10 in class 2
Look at 60-69% Kids (mostly 7th and 8th):
Add them to 80%:
1. 72% -> 84% passing
Concrete steps:
1. Intervention staff grab students performing less than 60-69% to close
diversity gap
2. Instructional coach work with teacher to move along 60-69% students
3. Teacher monitor closely 70-79% group and push them over
11. Plan:
Close the gap by working from the bottom of 6th Grade focus
Pull 60-79% up with teacher and instructional coach support
12. What About Gender?
Boy vs. Girl
Now we’ll see how gender affects these plan and analysis. We’ll find:
1. There are no major difference between boys and girls
2. There are specific classrooms where boys and girls may need more support
(as well as the teacher)
13. Here we find:
1. Girls trail boys by about 4% points → where is that difference coming from?
14. BUT:
1. Girls barely outperformed boys by their overall average score
2. What about comparing girls and boys across grades?
a. Again, no noticeable difference
3. Again, we see a big spread within boys and girls→ where is it coming from?
15. a. Trend: (we’ll see this again according to averages)
i. Girls improve overall from 6th-8th
1. No movement between 6th and 7th grade
ii. Boys improve and then fall
1. Boys move up 14% pts between 6th and 7th grade
16.
17. We find:
1. Girls are performing worse in Class 2 overall
2. Boys are performing better in Class 2 overall
If we continue to dig in by class, grade, and gender, we find specific classes that
require the most attention
And explain the data here
18. Look at gender and grade by specific classes, we see which classes require the most
support:
1. 6th Grade, Class 1, Boys (6C1 Boys, we’re back)
a. The boys have a huge spread and weigh down the average score
significantly -> why Class 1 Boys do worse
19. 6C2 Girls:
1. ⅓ of the girls well below 60% on their exam
2. Helps explain why girls in class 2 perform worse overall
21. We see:
1. Latino students are performing the lowest with a high spread (diversity in
student performance)
2. White students have the highest spread, and are second lowest performing
3. Multiracial group performs the highest with lowest spread (but that’s because
there are so few of them)
Deeper dig:
22. 1. Latinos
a. 6th grade latino students lowest performing at 47% (2 of them, one at
10-20%, 80-90%) (again, pointing back to 6th grade)
b. Performing just fine in 7th grade, with a very small spread
2. White
a. 6th grade white students are struggling behind their latino peers → is
there a gender makeup for this?
23. 1. White boys
a. At 50% average score, are struggling a lot
b. their female counterparts doing well at 95% (very few there)
2. Latino boys
a. Latino boys bringing down overall average → keep them monitored to
ensure they don’t fall behind.
25. The better students perform on the FALL MAP test, the better they perform on the
End Unit Reading Exam.
FALL NWEA is a good predictor of Unit Reading Exam success.
26. Findings:
1. Quartile 1 students:
a. Every step up in NWEA = big step up in End of Unit Exam Score
2. Quartile 2 students (students on the fence):
a. Every step up in NWEA = modest step up in End of Unit Exam Score
3. Quartile 3 students:
a. Relationship between NWEA and Exam is unclear
4. Quartile 4 students:
a. Relationship between NWEA and Exam is unclear
5. BUT:
a. Scoring a higher quartile means more likely to pass exam
6. MEANING:
a. Quartile 1 and Quartile 2 students have the most to gain from added
intervention/instruction
b. Once a child is in Quartile 3, in danger of moving either back or forward
c. Quartile 4 children seem to have no issues achieving mastery
27. Findings:
1. Not just increase quartile = increase percent passing
2. Increasing quartile = increase average score on exam
28. As we increase in quartile, a larger share of students in each quartile are achieving
mastery.
This is good: the students we expect to pass are passing.
Uniform across grade levels.
Uniform across gender.
Uniform across Homeroom by Gender and grade.
But also means:
29% of the entire student body is not achieving mastery--and they’re all in Quartile 1.
23% of entire student body is not achieving mastery--and they’re in Quartile 2 (very
close to Mastery)
29. Interpretation:
The entire bar in Quartile 1, Sixth Grade means:
“12% of the entire student body are sixth graders at quartile 1, not achieving mastery.”
When we break this up by class, there is no significant differences between classes.
The story is the same:
As we increase quartile level, we grab more students to achieve mastery.
30.
31. So What Do We Do?
Remember our Takeaways
1. “Not just Kids on the Fence”: Monitor and Intervene Kids Near and on
Fence
a. Kids on the fence - 70-79% + near the fence 60-69%→ Get them to
80-89%
i. Instructional coach works with Teacher to make sure this group
in their class moves along
ii. Develop plan and monitor progress by Dean
2. “It’s a lot about 6th Grade” - Reduce that Spread
i. Kids trying to get to the fence: <60%
1. Intervention team focuses on decreasing spread within
6th Grade mainly, and splinter groups within 7th and 8th
Grade
3. Quartile 2 and 3 Students
a. Kids just above the fence: 80%+
i. Teacher should keep them monitored and ensure they don’t slip
ii. prone too, maybe because they’re bored?
iii. More differentiation and training on effectively doing so for
teachers
