Hassan Use of Data

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Hassan Use of Data

  1. 1. Hussein Hassan EDUU 609
  2. 2. Data That Matters <ul><li>ALL : </li></ul><ul><li>Drop out rates </li></ul><ul><li>California Healthy Kids Survey </li></ul><ul><li>CAHSEE </li></ul><ul><li>Technology </li></ul>
  3. 3. Data That Matters <ul><li>Drop out rates </li></ul><ul><li>Should provoke discussion on why and how </li></ul><ul><li>What can we do as school to identify potential drop outs? </li></ul><ul><li>How can we make counseling more effective and affective? </li></ul><ul><li>Engage with parents, friends, and community. </li></ul>
  4. 4. Data That Matters <ul><li>California Healthy Kids Survey : </li></ul><ul><li>Help educators design curriculum that encourage healthy behaviors and disengage with bad or unhealthy habits </li></ul><ul><li>Help educators design curriculum that embed healthy life style in other subjects. </li></ul><ul><li>Develop extra curricula activities that educate students on the real life dangers of such bad habits. </li></ul>
  5. 5. Data That Could be Misused <ul><li>All </li></ul><ul><li>CAHSEE lead to </li></ul><ul><li>teaching and learning for the test </li></ul><ul><li>Considering scores as the ultimate success meter for schools without paying attention to others factors such as the social, cognitive, and emotional development of the students. </li></ul><ul><li>Drop out rates </li></ul><ul><li>lead to the belief that it is a matter of socioeconomic factors, which schools can not control </li></ul>
  6. 6. Data That Could be Misused <ul><li>Technology </li></ul><ul><li>lead to think of technology as the only solution for all behavioral or academic challenges. </li></ul><ul><li>Fix the problem by pouring money without investing in how can we integrate technology in our curriculum </li></ul>
  7. 7. Dropouts by Ethnic Designation by Grade Monterey County for the Year 2008-09 9-10-11-12 grades Ethnic Category Reported Grade 9 Dropouts Grade 10 Dropouts Grade 11 Dropouts Grade 12 Dropouts Hispanic or Latino of Any Race 74 110 87 381 American Indian/Alaska Native, Not Hispanic 1 1 0 2 Asian, Not Hispanic 1 1 0 4 Pacific Islander, Not Hispanic 0 0 1 2 Filipino, Not Hispanic 2 1 2 15 African American, Not Hispanic 6 5 4 16 White, Not Hispanic 10 18 21 57 Two or More Races, Not Hispanic 1 1 1 1 None Reported 1 1 1 2 County Total 96 138 117 480 Statewide 12,245 13,242 16,251 47,965
  8. 8. What matters <ul><li>high jump in drop out rates in grade 12. </li></ul><ul><li>connections: </li></ul><ul><li>SAT? </li></ul><ul><li>NCLB? </li></ul><ul><li>Pressure to achieve </li></ul><ul><li>Schools benefits vs. children lost! </li></ul>
  9. 9. Questions <ul><li>Is Standardized Testing really helping ALL students succeed? </li></ul><ul><li>School's climate? </li></ul><ul><li>&quot; The National Education Longitudinal Study shows that 77 percent of students cited “school-related” reasons for leaving school &quot;. </li></ul><ul><li>Is the school's curriculum working? </li></ul>
  10. 10. Dropouts by Ethnic Designation by Grade Monterey County for the Year 2008-09 9-12 total Ethnic Category   Grade 9-12 Enrollment Adjusted Grade 9-12 Dropout Total Adjusted Grade 9-12 1-year Dropout Rate Hispanic or Latino of Any Race 14,096 794 5.6% American Indian/Alaska Native, Not Hispanic 75 5 6.7% Asian, Not Hispanic 559 14 2.5% Pacific Islander, Not Hispanic 178 8 4.5% Filipino, Not Hispanic 669 21 3.1% African American, Not Hispanic 677 37 5.5% White, Not Hispanic 4,155 146 3.5% Two or More Races, Not Hispanic 350 11 3.1% None Reported 0 3 ** County Total 20,759 1,039 5.0% Statewide 2,017,636 114,826 5.7%
  11. 11. Personal Thoughts <ul><li>Ethical obligation: ALL students deserve chances </li></ul><ul><li>Drop outs is a serious problem that effects everyone </li></ul><ul><li>What really matters in reading statistics is not the number we are looking at but rather how we interpret that number and what does it really represent. </li></ul><ul><li>As educators, everything or anything we could learn about our schools and students could be of a great importance for our self-reflection and critique. </li></ul>

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