WMEP DATA

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WMEP DATA

• Interpretations and Implications for
  Instructional Use

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Step 1 Extrapolation from Website

• Data were taken from the online website during
  the months of April and May, 2003.
• Data were available for 2000, 2001, and 2002 with
  limited data (at that time) for 2003.

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http//education.state.mn.us/stellent/groups/publi
c/documents/translatedcontent/pub_education_about.
jsp?DISTRICT_NUM6069DISTRICT_TYPE62SCHOOL_NUM
000NAMEWESTMETRO EDUCATION PROGRAM

• WEST METRO EDUCATION PROGRAM District
• 5701 NORMANDALE RD. 302 EDINA , MN 55424
  DISTRICT NUMBER AND TYPE 6069-62
• PHONE [phone] DIRECTOR MITCHELL TROCKMAN
  Map to this school
• Test Results
• Minnesota Comprehensive Assessments (MCA)
  Basic Skills Test (BST)
• Demographics
• Students Staff
• 2003 Adequate Yearly Progress Status

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Step 2 A coding sheet for each school district
was then created so that all variables (the grade
level tests for Reading, Math, and Writing) could
be placed on coding sheets for statistical
comparisons for each year by race comparisons and
race/SES comparisons based on MCA and BST
results. INVERSE calculations, in some cases,
were coded on the sheets to find the largest
spectrum of deficiencies.
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Race/SES Comparisons

• Eligible refers to eligible for free/reduced
  lunch (indicator of lower SES)
• Not Eligible refers to those students who do not
  receive free/reduced lunch
• (indicator of higher SES)

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Race Comparisons

• Although results were available for other
  ethnicity comparisons, this study utilized the
  most extreme portions of available data to
  measure the achievement gap
• This study utilized a causal-comparative research
  design that is characterized by ex post facto
  (already existing) data with 2 groups one in
  whom a characteristic is present, another in whom
  it is present to a lesser extent
• The characteristic, in this case, was passing the
  test.

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Step 3 Ratio Data

• In order to effectively measure the achievement
  gap, comparison data, both race/SES and race,
  were converted to ratios through simple division

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The higher the ratio proportion, the greater the
achievement gap
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Step 4 Bar Charts

• For every test comparison, a bar chart was
  created by year and by district.
• In this regard, it seems that the achievement gap
  is most visually represented.
• However, in order to determine the efficacy of
  the comparisons, statistical tests were also
  necessary.

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Math TrendPercent Below Grade Level/Failing
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Read TrendPercent Below Grade Level/Failing
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Ratios
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Step 5 Statistical Tests

• Due to the number (n) within a population tested,
  3 tests were used to efficiently compare the
  statistical significance of the means
• T-tests
• Z-tests
• Fishers Exact test (for smaller populations)

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Z for one-tailed test at

• .001 level of significance 3.08
• .01 level of significance 2.33
• .05 level of significance 1.65
• In charts created for each test, the bottom line
  is that numbers above 1.65 for z-tests or p
  values less than .05 would be considered
  statistically significant numbers below 1.65
  were NOT statistically significant and therefore
  discarded in terms of the gap
• In the following chart NOT statistically
  significant

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Step 6 Interpretations

• After insignificant data were discarded,
  interpretations were made on the magnitude of the
  achievement gap.
• Those trends and patterns that were most
  noteworthy were highlighted in order to
  generalize the information for instructional
  purposes.

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Step 7 Generalizations

• For instructional purposes, data were sorted
  hierarchically by greatest need.
• Every school district was different based on
  grade level and test patterns by discipline
  category reading, math, writing.

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• In most districts, however, READING and WRITING
  were the most noted gaps that need the most
  direct assistance.
• This conclusion was drawn by comparing
  statistically significant ratios side by side,
• much like taking an eye exam.

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Math
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Reading and Writing
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When placed side by side, it is evident that one
group contains higher ratios than the other.
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Thus, those strategies most suited to reading and
writing improvement/acceleration, would be first
the first concentrated series in the Course of
Study for WMEP.

• The foundations for this instruction are based on
  5 critical experiences for reading
• Reading Goals
• Writing Goals
• A definition of literacy that encompasses more
  than language arts, but symbology, as well
• Literacy to construct, create, and communicate
  meaning in a variety of representational forms
  (Eisner).

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Possible Strategies

• Read-Talk-Write (Nessel Baltas) for
  comprehension monitoring
• Taxonomies (Rothstein Lauber) to build
  vocabulary
• Phonics Hopscotch (Mann) to build sight word
  vocabulary in lower grades
• Thinking Maps (Hyerle) for mapping cognitive
  processes including concept development,
  classification, description, analogous thinking,
  part-whole relationships, cause-effect, and
  comparison-contrast

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• As time progresses, math strategies would be
  addressed and added to ensure continued
  development and achievement.

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Step 8 Rinse and Repeat

• The role of data then becomes a crucial factor in
  making data-driven decisions to tailor
  instructional techniques to
• Improve test scores
• Use language, culture, and cognition as a medium
  for instruction
• Differentiate instruction not just by ability but
  by interest and learning styles
• Make real world connections to events occurring
  in classrooms by establishing affective value
  through universal concepts and themes
• Hence, post evaluation data will allow this
  partnership to
• revisit curriculum and instruction, and
• measure growth through NUA participation based on
  state standards

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Finé