Finding the Right Data

Finding the Right Data Essay

Eric Shulman

Grand Canyon University: EDA 577

August 6, 2014

Finding the Right Data

In the course of the previous six years, Hammonton High School has become a school driven by data, from instruction and assessment all the way down to number of uniforms ordered for the softball team. The High School itself, departments and individual teachers use demographic, perceptions, student learning and school processes data on a constant basis (Bernhardt, 2004). This allows the staff to constantly cycle through the PDSA cycle and strive for continuous improvement in achieving student mastery (EDA 577, 2010). As a data driven school, Hammonton relies heavily on student assessment and school process data to evaluate its programs. Each department gives multiple measures for students to demonstrate their abilities and these measures are evaluated to evaluate the curriculum of that subject (Bernhardt, 2004). The following will look at the Social Studies department at Hammonton, more precisely the College Prep United States History II classes and students’ mastery levels as evaluated by multiple standards based assessments. Provided will be three charts showing: (1) the data as it pertains to the listed standard, (2) a chart listing data still needed and the process for collecting it and (3) a chart detailing the responsibilities of all stakeholders for collecting the data still needed.

Developing Goals

Goal #1

College Prep United States History II (11th grade)

Baseline Data: 24% (45/184) of College Prep students performed at ‘near mastery’ or ‘mastery’ levels.

Source of Baseline Data: 1. Standards based assessment 2. Unit test

3. Quizzes 4. Unit writing assignments

State Standards Related to Baseline Data: 6.1.12.A.7.A: Analyze the reasons for the policy of neutrality regarding World War I, and explain why the United States eventually entered the war?

Guiding Questions: What was student attendance on day(s)...