Analyzing Bar Graph

Scenario DThis is the kind of data chart that some student data systems produce. I’m going to ask you to find some information from the graph and then I’d like for you to tell me on a scale of 1 to 10, with 10 being extremely difficult, how hard or easy it was to find the information in the chart. Ready?

 

Figure D

ELA Bar Graph

 

GRADE 3                                GRADE 4                                GRADE 5           

n = Number of test takers

 

Scenario D

Questions

• Looking at this graph, can you find the average (or mean) English Language Arts scale score for the Latino fifth-grade girls who took the test? How easy was it to get this information from the chart?

 

• Can you find the mean score for Asian/Pacific Islander fourth-grade boys who took the test?  How easy was it to get this information from the chart?

 

• Which student group had the highest average ELA score in Grade 4? How easy was it to get this information from the chart?

 

• How many African American third-grade boys took the test? How easy was it to find this information in the table?

 

Interpreting Information

Scenario E

This is the kind of data table that some student data systems produce. I’m going to ask some questions about how you would interpret the data in this table.

 

 

 

 

Figure D

2005–06 Score Levels—English Language Arts (ELA)

English Language Arts Hamilton Elementary
Grade	Gender	Ethnicity	Number of Students Tested	Percent of Tested Students	Mean Scale Score	Number Students at Each Proficiency Level
						Below Basic	Basic	Proficient	Advanced
3	Female	African American	18	26%	439	5	7	5	1
		Asian/Pac Islander	1	1%	610	0	0	0	1
		Latino	17	24%	428	5	6	5	1
		White	34	49%	449	4	13	11	6
		Total Female	70	100%	444	14	26	21	9
	Male	African American	18	23%	436	6	6	5	1
		Asian/Pac Islander	2	3%	452	0	1	0	1
		Latino	31	40%	430	8	7	14	2
		White	27	35%	448	6	11	7	3
		Total Male	78	100%	438	20	25	26	7
4	Female	African American	18	24%	441	3	8	5	2
		Asian/Pac Islander	2	3%	462	1	0	1	0
		Latino	36	47%	436	8	12	12	4
		White	20	26%	472	2	7	8	3
		Total Female	76	100%	447	14	27	26	9
	Male	African American	16	23%	442	2	8	5	1
		Asian/Pac Islander	0	0%	NA	0	0	0	0
		Latino	29	42%	438	5	12	10	2
		White	24	35%	456	3	13	5	3
		Total Male	69	100%	445	10	33	20	6

 

Scenario E

Questions

• Suppose you’re working with third-grade teachers at this school and they’re interested in examining how their students performed in terms of the language skills measured on this test. What does the data in this table indicate about whether boys and girls performed differently in the third grade?

 

• Regarding a series of statements that people might make about different aspects of the Grade 3 data in this table, please indicate for each statement whether you agree or disagree and the reasons why. Remember to think aloud as you’re deciding on your answer.
• A majority of third graders at this school have not achieved proficiency in ELA as measured by this test.

 

• In Grade 3, boys were more likely than girls to score Below Basic on this assessment.

 

• Of those students who scored Below Basic in Grade 3, most were Latino.

 

• Now let’s assume that you’re a fourth-grade teacher and these Grade 4 data are for mid-year performance on a benchmark test. If there is a particular group of fourth graders you think will be most likely to have trouble scoring basic or above on the state test at the end of the year, could you point out their data in this table? Which group would you be concerned about and what data trigger that concern? OR Why don’t you think the subgroup data in the table point to a priority need for any particular subgroup?

 

• Now let’s go back to the Grade 3 data. Remember that these are for last year’s third graders. If there have been no major changes in the school’s student body, teachers, or curriculum would you expect that:
• On the basis of last year’s test scores, girls can be expected to score higher than boys when this test is given to this year’s third graders.

 

• These data suggest that next year’s third-grade Asian/PI girls will score better than other third graders on this test.

 

Bar Graph Components

Scenario F

This is a different kind of data display—a bar graph of Grade 4 mathematics achievement separated into two components (computation and problem solving) as well as their total, for a school and its district for each of three years. Again, I’m going to ask you to find some information on the display and then tell me how easy or hard that was to do on a scale from 1 to 10 with 10 being “extremely difficult.”

 

Figure F. Trend Data Bar Graph

Scenario F

Questions

1. What was Oak School’s average Total Math Score in 2003–04?

 

2. What was the difference in the district’s total math score in 2005–06 compared with 2003–04?

 

Please respond to these questions about how you would interpret the data in this chart.

 

3. Looking at the chart as a whole, what would this data tell you about fourth graders’ mathematics achievement at this school? Regarding a series of statements that people might make about the data in this graph and indicate for each one whether you agree or disagree and the reasons why. Remember to think aloud as you’re deciding on your answer.

• Oak School does better than the district as a whole in Grade 4 mathematics.

 

• Oak School has made some improvement in Grade 4 mathematics over this time period.

 

• Relative to the district as a whole, Oak School fourth graders have been getting better in their problem solving skills.

 

• Relative to the district as a whole, Oak School fourth graders have been getting better in their computation skills.

 

• Oak School’s progress in narrowing the Grade 4 math achievement gap with the rest of the district has been in problem solving rather than computation.

 

4. Suppose Oak School had started using a new mathematics program at the beginning of the 2004-05 school year while the rest of the district continued with the old program. Looking at these data, what are your thoughts about the new curriculum?

• The math program appeared to improve achievement the first year it was used but the benefit disappeared the next year.
• The new math program appeared to help students with their computation skills.

 

• You can’t be sure whether the program is having an effect because there may be differences between the different classes of fourth graders.

 

• Scores move around from year to year, but the new math program appears promising and should be monitored for more years.

 

5. Are there other issues or possible explanations that should be taken into account as well?