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Boys vs girls

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Boys vs girls

  1. 1. Boys vs Girls: Is gender still a factor in subject test scores? Answer: Both genders are equally good at Language Artsand equally bad at Math…or are they?
  2. 2. Both genders do about the same in both math and english! Summary of 2011 Standardized Test Scores for CaliforniaNOTE: These scores are for California Standardized Tests (CST) only.They do not include CMA, CAPA or STS scores.
  3. 3. MATHBoys and girls performthe same regardless ofage
  4. 4. MATHBoys and girls performthe same regardless ofage ENGLISHGirls do slightly betterthan boys (but not alot)
  5. 5. MATH Boys and girls perform the same regardless of? age ENGLISH Girls do slightly better than boys (but not a lot) QUESTION What’s going on with the math scores going down?
  6. 6. General Trend Maintained Across Grade Level Test Scores by Grade Level
  7. 7. ENGLISH% proficient staysgenerally stable
  8. 8. ENGLISH% proficient staysgenerally stable MATH% proficient fallsdramatically aftergrade 7
  9. 9. ENGLISH % proficient stays generally stable MATH % proficient falls dramatically after grade 6? QUESTION What is contributing to the instabilities in math?
  10. 10. Holy cow! It’s complicated! Math Scores by SubjectNOTE: Once CA students start taking subject-specific math, they takesubject-specific tests…which is why this is so complicated. For simplicity,I will move away from the gender question and will include all students.
  11. 11. INTEGRATED MATH Not very clear what’s going on BUT < 1% of students in state in this track so I’ll ignore?
  12. 12. INTEGRATED MATH Not very clear what’s going on BUT < 1% of students in state in this track so I’ll ignore? GENERAL MATH % proficient stays generally stable
  13. 13. INTEGRATED MATH Not very clear what’s going on BUT < 1% of students in state in this track so I’ll ignore?? GENERAL MATH % proficient stays generally stable QUESTION What’s going on with the standard subject- specific track?
  14. 14. A Little Bit About Subject-Specific Math• Typical order of subjects: Algebra I Algebra II OR Geometry Geometry OR Algebra II• Goal to start students in Algebra I by 8th grade• Once all three subjects are completed, students take High School Summative• If student has not entered subject-specific track, students take Grade 6&7 Standard
  15. 15. Math Scores are Consistent Across TracksNOTE: I define a “track” by what year the student starts Algebra I. Forprivacy reasons, CA does not provide data on individual students; thescores are the sum of students that took that test.
  16. 16. TRACKSThe later the student starts, thelower the test scores. Note that thisis likely strongly related to studentstrength in the subject BUT studentsthat start Algebra I after 9th grade donot get the opportunity to repeat thesubject and still have time to takeAlgebra II and Geometry.
  17. 17. TRACKSThe later the student starts, thelower the test scores. Note that thisis likely strongly related to studentstrength in the subject BUT studentsthat start Algebra I after 9th grade donot get the opportunity to repeat thesubject and still have time to takeAlgebra II and Geometry. ALBEGRA VS. GEOMETRYThe proficiency for Geometry isalmost always lower than for AlgebraII. This effect may be due to a)Geometry being a harder exam or b)students getting two years of algebraand only one year of geometry.
  18. 18. TRACKSThe later the student starts, thelower the test scores. Note that thisis likely strongly related to studentstrength in the subject BUT studentsthat start Algebra I after 9th grade donot get the opportunity to repeat thesubject and still have time to takeAlgebra II and Geometry. ALBEGRA VS. GEOMETRYThe proficiency for Geometry isalmost always lower than for AlgebraII. This effect may be due to a)Geometry being a harder exam or b)students getting two years of algebraand only one year of geometry. QUESTIONWhat happens to the Track 1 and 2students after they are done withthe Summative exam?
  19. 19. Strong students stop taking thestandardized math test after 9th grade!
  20. 20. BUMPStudents who havecompleted the subject-specific track also take thesummative exam, meaningmore take math than englishat for grades 7-9
  21. 21. BUMPStudents who havecompleted the subject-specific track also take thesummative exam, meaningmore take math than englishat for grades 7-9 DROOPING TAILStrong students that are donewith the subject specificseries stop takingstandardized exams. Thesestudents are likely taking APcourses or advanced mathcourses at local colleges.
  22. 22. Recommendations• POLICY MAKERS: School academic performance index (used to measure academic performance and growth) should include AP exam scores for math. Schools with strong math programs are being penalized with current system.• SCHOOL DISTRICTS: Start students in Algebra I earlier, allowing them to fail if appropriate, so they can be exposed to the material more often by the end of high school. The more exposure students get to a subject, the better they seem to do.• PARENTS: Fight to get your students in as high a math track as possible as early as possible. If your child is not a strong a math student, they will have the opportunity to repeat the subject, will likely do better the second time, and will be better prepared for the future.
  23. 23. About the Project• Data from Standardized Testing and Reporting from the California Department of Education• Data analyzed using Python, numpy and matplotlib Thank you to Allison Craney, Ardice Hartry, Ben Kline and Jake Klamka for useful conversations and input.

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