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Interpreting Performance Based Data Essay

2681 words - 11 pages

Interpreting Performance Based Data
-- Huron Heights SS EQAO Report

Huron Heights Secondary School was opened in 1962. It is a public high school offering Grade 9 to Grade 12 curriculums in the York Region District School Board which is located in Newmarket, Ontario, Canada and serves students from the Newmarket and East Gwillimbury area. It is also home to the Regional Arts education program for North York Region, called Arts Huron, which provides students with a quality education in dance, drama, visual arts, technology, and music. This article is to analyzesis how Huron Heights SS students perform in mathematic courses according to the 2013-2014 assessment report data of Grade 9 ...view middle of the document...

The participation rate has also dropped from 99% to 92% over 4 school years.
The additional cohort tracking report tracks individual students as they move through the school system and provides information on changes in student performance over time. The Tracking Student Achievement in Relation to the Provincial Standard Junior Division (Grade 6) in 2010-2011 to Grade 9 in 2013-2014, Mathematics Report shows 51% (44 out of 88) of the tracking cohort did not meet the standard in Grade 6 and did not in Grade 9 Applied Math course.
Academic Mathematics – From the questionnaire report, it is found that students taking the academic course have a more positive attitude and motivation than those taking the applied course. There are 217students enrolled in the 2013-2014 Grade 9 Academic Math course. 63% (136 out of 217) of them are female students and 37% (81 out of 217) of are male students. It shows 76% of all students are achieving the provincial standard, which is 15% lower than those in the board and 9% lower than the province.
The Tracking Student Achievement in Relation to the Provincial Standard Junior Division (Grade 6) in 2010-2011 to Grade 9 in 2013-2014, Applies Mathematics Report shows 64% (130 out of 204) of the tracking cohort meet the standard in Grade 6 and Grade 9 Academic Math course.
II. Key Questions that Remain Unanswered
Although the EQAQ report contains quantitative measures to indicate the percentage of students at or above the provincial standard, gender break down numbers and detailed data of students at each level and qualitative measures, such as student questionnaires to identify student attitudes toward math subjects, there are some key questions remain unanswered. Consider the following questions:
 What are the student strengths and weaknesses in learning math subjects?
 Why do female students have better performance than male students in Math?
 How teachers’ in-class teaching methods and strategies impact on student learning?
 How is the school climate influencinge student achievement?
 How does extra curriculaums help with student learning?
 Do student’s parents become involved in student learning math?
 Is the school leadership helping the school develop toward a positive direction?

III. Limitations of the Data
Firstly, for dDemographics data, the EQAO report only includes student achievement levels, enrollment and gender information. It is lack of student attendance, drop-out rate, and ethnicity information. It is hard to analyze about the school community and neighborhood influenceerence on students.
Secondly, from a perceptions point of view, only student questionnaires are used to find out student attitudes toward math. The datda does not contain their perception of the learning environment, school culture, values and beliefs, and observation. It neither shows any evidence about the school’s expectation towards student math learning nor teachers teaching skills and...

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