Collecting data was a vital step in improving students’performance. However, this data will make merit if not properly analyzed and implemented. As a result, the data analysis team is very vital, and it should conduct a proper scrutiny. The team consisted of three groups with each tasked to analyze the data in grades 6, 7 and 8. Each sub-team started with examining the disaggregated Math and reading test scores. Here, the data of student’s by race was analyzed. The team compared the academic performance of the African Americans, the whites, and the Hispanics.
After the evaluating, if a race has an impact on one’s performance, the team went ahead to analyze data from Math, Social Studies and reading tests for three consecutive years. This examination aimed at finding out the student’s progress in the various grade levels. The sub-groups then teamed up and analyzed data of individual students. This step examined the reading tests for the students’at grade 4, 5 and 6. Finally, the team analyzed the value-added data for each student. Here, the team examined data of individual students’over time to ascertain if the learners’ performance is consistent or the reverse.
There is an inconsistent improvement in the Math test scores for students in different grades. It is only in grade 8 that students’performance has improved over time. There was a percentage increase from 49.2 then to 55.5 and finally 64.9 in 2007, 2008 and 2009 academic years respectively. The other grades registered an improvement in the second year of research, but this dropped in the subsequent year. This data indicates strength in the policies and studies of students at the 8th grade. However, there are no policies or structures to improve performance in category seven and six as far as Math performance is concerned.
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