Question+7+Results

=7. What __challenges__ are communicated through the Statewide Writing Assessment Data ?= = = With a low population, there can be a greater impact of just one test score. Perhaps, teachers have adjusted their teaching to "teach to the test" hence, the increase in scores? This is not always to the benefit of the students. || We noticed that our free/reduced students scored slightly lower than the rest of the group. Is there something more that can be done to help these students? || Student to teacher ratio Did the drop of 4th grade teachers in town impact? || Why is there such a change in 2008 - 2009 between girls and boys. Those who qualify for free/reduced their scores dropped.Another challenge we discussed was how technology may effect students writing. With a growing use of tech. (such as texting) some negative habits are carrying over to 'classroom' writing. || Student population (special eduction, etc.) was also not factored into the data. || Middle school students are underscoring the state average. Why? || Going with new statewide writing, more analytical in nature - how do we adjust for that? ||
 * > ==1== || Are the '07-'08 group of 4th graders receiving the additional help they need to bring their scores up to the standards set by the 8th and 11th graders? ||
 * > ==2== || Sometimes the data is not easy to understand. How are some of the percentages of achievement/participation calculated?
 * > ==3== || Males show a proficiency gap compared to females. There doesn't seem to be enough data to really compare ethnicity in our area. ||
 * > ==4== || The challenge is to keep your writing percentage high from year to year. Once you reach these high levels, it is a challenge to keep the rate high. It would be interesting to see the improvement of one class. ||
 * > ==5== || Tracking an individual class would help compare demographic data and make it more reliable. ||
 * > ==6== || 4th grade dropped slightly from '08 to '09 ||
 * > ==7== || When our level of proficiency is at 90% or more it is a challenge to show growth year after year. ||
 * > ==8== || The scores from the 4th grade boys could be problematic in the future. needs to be watched. ||
 * > ==9== || We can't look at any ethnic population results, considering we want to be able to reach every student. ||
 * > ==10== || The data is not comparing the same group of children over time. ||
 * > ==11== || We need more than two years worth of data to form any valid generalizations.
 * > ==12== || How can one group of students be compared to another year? Why not follow the individual classes through the years to see their growth?
 * > ==13== || We have great deal of diversity in and between each grade level.
 * > ==14== || Several variables that are not factored into this data. (Prompt,not comparing the same group of students throughout, etc.) Males in fourth have not performed as well in the statewide writing assessment. 11th grade females have not scored as well in recent years.
 * > ==15== || Was it a different test in 2004? or Was it being scored differently? Why the large difference in scores in those years?
 * > ==16== || Students are only assessed at 4, 8, & 11. Is there a way to support 4th grades from lower grades as 4th grade scores seem flat.