Claire Mracek

2.8 Data Analysis

Candidates model and facilitate the effective use of digital tools and resources to
systematically collect and analyze student achievement data, interpret results,
communicate findings, and implement appropriate interventions to improve instructional
practice and maximize student learning. (PSC 2.8/ISTE 2h)
Reflection
The Data Overview project was designed to analyze the changes in a local school based
on assessment scores and related variables. I created this Data Overview using data from
Mountain Park Elementary School in Lilburn, GA. I used publically documented data to
complete this overview.
Standard 2.8 states that the candidate models and facilitates the effective use of digital
tools and resources to systematically collect and analyze student achievement data,
interpret results, communicate findings, and implement appropriate interventions to
improve instructional practice and maximize student learning. I was able to model and
facilitate this type of professional needs evaluation by analyzing public data,
interpreting the results, and using software to organize and display the information
appropriately to teach others. The purposed of this overview was to explore the changes
in Math CRCT schools from 2008-2011 and compare the schools scores to the district
and state scores. I collected data on CRCT scores, demographic information, and
structural plans on the public school website. To best communicate my findings, I
created charts and graphs that represent the data and used these in my screencast
presentation. I began this evaluation by looking at enrollment at Mountain Park
Elementary School and how the changes in enrollment correlate to CRCT scores. It was
also important to identify the percentage of students who meet, exceed, and do not meet
proficiency standards at school, district, and state levels. When compared, an overall
increase was found in student proficiency Math CRCT scores at the school, district, and
state levels. It was also important to take a look at the diversity over time at Mountain
Park Elementary School, how it relates to the district and state levels, and how students
of different ethnicities performed on the Math CRCT. It is interesting to note the influx of
Hispanic students at each division over this period of time. In the year 2011, there is a
large increase in the number of Hispanic students who do not meet proficiency standards
on the Math CRCT. This creates a large window of opportunity for Mountain Park
Elementary to implement appropriate interventions for these students.
This project challenged me to identify, analyze and synthesize data in new ways. By
creating this needs analysis, I realized that analyzing such data can help identify specific
student needs, even at a local level. This project challenged me to interpret data and
evaluate student learning across multiple years to pinpoint specific areas of improvement
for student learning.

I was not able to use specific data from my school, but this project impacted my data
analysis skills overall. These skills will impact the ways in which I use data at my own
school. This new learning will allow me to coach others on how to best interpret and use
data in their schools.