Group+Project+-+Part+2

__ Group Project - Part 2 __


 * 1. Using the NAEP website, how does MI compare to Washington, Arizona, and Georgia in Mathematics?**

2009 data used:
 * Grade level || Michigan || Arizona || Georgia || Washington || National ||
 * 4th || 236 || 230 || 236 || 240 || 239 ||
 * 8th || 278 || 277 || 278 || 289 || 282 ||
 * 12th || Not available || Not available || Not Available || Not Available || 152 ||

In Mathematics (4th grade): Washington scores indicated no significant difference from the National scores, and scored higher than Michigan, Georgia and Arizona. Michigan, Georgia and Arizona all scored below the National average with no significant difference noted between Michigan and Georgia. Arizona scores were below all the states analyzed as well as the National average.

In Mathematics (8th grade): Washington scored above the National average, as well as all other states analyzed. There was no significant difference in scores for Michigan, Georgia and Arizona (with all of there scores below Washington and the National average).

Percentage of 2009 scores at or above the //national basic level//: Analysis of the percentage of 2009 scores at or above the national basic level indicate similar results as noted above. For the 4th grade: Washington scored highest, with Michigan and Georgia coming in second (with no significant difference noted between them), and Arizona scores being lowest amongst the comparison. For the 8th grade: Washington scored the highest, with Michigan, Arizona and Georgia coming in next (with no significant difference noted between them).
 * Grade level || Michigan || Arizona || Georgia || Washington ||
 * 4th || 78 || 71 || 78 || 84 ||
 * 8th || 68 || 67 || 67 || 78 ||

Percentage of 2009 scores at or above the //national proficient level:// The analysis of the percentage of 2009 scores at or above the national proficient level are interesting. For the 4th grade: Washington again takes the lead (no big surprise here). Michigan and Georgia scores are second (with no significant difference noted between them), and Arizona scores are the lowest amongst the comparison (again, no big surprise - these results are comparable with both analysis' noted above). For the 8th grade: Washington again takes the lead (no big surprise here). In this analysis however, Michigan scores second, Arizona third with Georgia third. If analyzed between between states: there is no significant difference between Michigan and Arizona; and no significant difference between Arizona and Georgia. However Georgia scores are clearly below Michigan's. This analysis in comparison with the analysis above indicates that in order for Michigan to rank higher in this area than Georgia (and potentially Arizona on a small scale), that at least one other student population must have ranked lower in Michigan (than Georgia) in order to elevate Georgia's basic level to comparable to Michigan's. This implies that Georgia may be doing a better job than Michigan in teaching a certain population (or perhaps they have less students within that population group). There may be other reasons or potentially another reason for these differences. It would be interesting to look at - to help educators potentially make changes that could impact student scores and outcomes.
 * Grade level || Michigan || Arizona || Georgia || Washington ||
 * 4th || 35 || 28 || 34 || 43 ||
 * 8th || 31 || 29 || 27 || 39 ||


 * 2. Using the NAEP website, how does Michigan compare to Arizona, Georgia, and Washington in Reading?**

2009 data used:
 * Grade level || Michigan || Arizona || Georgia || Washington || National ||
 * 4th || 218 || 210 || 218 || 221 || 220 ||
 * 8th || 262 || 258 || 260 || 267 || 262 ||
 * 12th || Not available || Not available || Not available || Not available || 287 ||

Comparison of Reading (2009 scores) for the 4th grade: Washington scores are above all other states considered in this analysis. However, when comparing the state scores to the National average - there is no significant difference noted from Michigan, Georgia and Washington. Arizona scores are clearly below the National average and the states considered in this analysis.

Comparison of Reading (2009 scores) for the 8th grade: Washington scored above the National average (as well as scoring above all other states considered in this analysis). Michigan's and Georgia's scores indicate no significant difference from the National average. Arizona's score is below the National average and below Washington and Michigan (with no significant difference noted from Georgia's score).

Percentage of 2009 scores at or above the //national basic level//:
 * Grade level || Michigan || Arizona || Georgia || Washington ||
 * 4th || 64 || 56 || 63 || 68 ||
 * 8th || 72 || 68 || 72 || 78 ||

Percentage of 2009 scores at or above the national basic level (for both the 4th and 8th grade levels): indicate that Washington scored highest; with Michigan and Georgia scoring second (with no significant difference noted between them); and Arizona scoring the lowest.

Percentage of 2009 scores at or above the //national proficient level://
 * Grade level || Michigan || Arizona || Georgia || Washington ||
 * 4th || 30 || 25 || 29 || 33 ||
 * 8th || 31 || 27 || 27 || 36 ||

Percentage of 2009 scores at or above the national proficient level (for the 4th grade): indicate results comparable to above where Washington scored highest; with Michigan and Georgia scoring second (with no significant difference noted between them); and Arizona scoring the lowest - with scores noted below all the other states.

Percentage of 2009 scores at or above the national proficient level (for 8th grade): indicate that Washington scored highest; with Michigan scoring second; and Arizona and Georgia scoring lowest (with no significant difference noted between them).

This analysis in comparison with the above analysis is interesting because Michigan scored higher than Georgia in this national proficient level (vs. being comparable). This difference here would indicate that if we compared individual student populations that there must be some specific Georgia population that has performed better than Michigan (in order for the national basic levels to be comparable). There might be something that we could learn from this difference noted (in best practices to education with students) that might have been previously overlooked by only comparing the initial data &/or the national basic level data.

**3. Using the NAEP website, how does grade 4 compare to grade 8 with respect to Race/Ethnicity, Parental Ed., and Family Income in the area of History?**

Race/Ethnicity: For both 4th and 8th grade students: White, Black, and Hispanic students all had higher average scores in 2006 than in 1994. Scores of Whites and Hispanic students rose (significantly) in 2006 in comparison to 2001. Parental Education: In comparison of both 8th and 12th grade groups (4th grade not available), students with parents with more education consistently and proportionally scored higher in history scores. Improvements in history scores were noted in each group when comparing scores from 1994 to 2006. However, when analyzing significant improvements in history scores (an improvement of 4 or more): 8th grade 1. Students who reported that at least one parent had a college degree had a higher score in 2006 than in 1994. 12th grade: 1. Students who reported that at least one parent had a college degree had a higher score in 2006 than in 1994. 2. Students who reported that neither parent finished high school had a higher score in 2006 than in 1994. Family Income: For both 4th and 8th grade history students from lower-income families (those eligible for either free or reduced-price school lunch), they scored lower on average than those from higher-income families. The score gap between students in the lowest income level (eligible for free lunch) and those in the highest level (not eligible) was 31 points for the 4th grade and 28 points for the 8th grade. The ultimate difference was not significant between the two groups.
 * Grade level || White || Asian/Pacific Islander || Hispanic || Black || American Indian ||
 * 4th || 223 || 214 || 194 || 191 || 190 ||
 * 8th || 273 || 270 || 248 || 244 || 244 ||
 * Grade level || Graduated College || Some Ed After HS || Finished HS || Did Not Finish HS ||
 * 4th || Data Not Available || Data Not Available || Data Not Available || Data Not Available ||
 * 8th || 274 || 265 || 252 || 244 ||
 * 12th || 300 || 290 || 278 || 268 ||
 * Grade level || Free Lunch || Reduced Cost Lunch || Not Eligible || Information Not Available ||
 * 4th || 193 || 206 || 224 || 227 ||
 * 8th || 245 || 256 || 273 || 281 ||

**4. Using the NAEP website, how does Michigan compare to your state in Writing for the 8th grade?**

2007 data:
 * Grade level || Michigan || Arizona || Georgia || Washington || National ||
 * 8th || 151 || 148 || 153 || 158 || 154 ||
 * Basic level || 86% || 85% || 88% || 88% || 87% ||
 * Proficient level || 27% || 23% || 29% || 35% || 31% ||

According to the NAEP website in 2007 8th graders in Washington scored higher than the national average but 8th graders in Michigan, Arizona, and Georgia scored lower than the national average. Georgia scored higher than Michigan and Arizona being just one point under the national average. Michigan scored two points below and Arizona scored six points below the national average. There was not significant different in any of the states when it comes to the percentage of students who scored at or above the basic level, they all scored about the same as the national average of 87%. In Washington, the percentage of students who scored at or above the proficient level was higher than the national average while Michigan, Arizona, and Georgia were lower than the national average. Michigan and Georgia scored only a few points below the average but Arizona scored 8% lower than the national average.

When analyzing the data it seems that Washington seems to score higher in writing in regards to 8th grade students. What writing programs does that state use? What are their writing standards? These are questions that help figure out how to improve writing scores in other states.

**5. Using the NAEP website, how does Michigan compare to your assigned state with respect to 9 yr. old students?**

2005 data - 4th Grade Analysis:
 * || Georgia || Arizona || Washington || Michigan || National ||
 * Math || 236 || 230 || 242 || 236 || 239 ||
 * Reading || 218 || 210 || 221 || 218 || 220 ||
 * Science || 148 || 139 || 153 || 152 || 149 ||
 * Writing || Not available || Not available || Not available || Not available || 153 ||

In math, Arizona scored the lowest and Georgia and Michigan scored the same, all three lower that the national average of 239. Washington scored slightly higher than the national average by 3 points.

In reading, Arizona, Georgia, and Michigan scored the below the national average. Michigan and Georgia only scored 2 point below the average but Arizona scored 10 points below. Although Washington scored above the national average it was only one point above the average.

In science, Arizona scored significantly below the national average. Georgia only scored 1 point below the national average. Washington and Michigan scored a little higher than the national average.

In writing the national average was 153 but neither Georgia, Arizona, Washington, or Michigan seemed to have tested their 4th graders in writing.

Washington scores higher than national averages in all subjects for 4th graders. Michigan only scored higher in science. Georgia was lower than the national average in each subject but is very close to the average. Arizona scored significantly lower than average in each subject.


 * || **GA Male** || **GA Female** || **AZ Male** || **AZ Female** || **WA Male** || **WA Female** || **MI Male** || **MI Female** || **National**
 * Male** || **National Female** ||
 * **Math** || 237 || 236 || 230 || 230 || 242 || 242 || 238 || 235 || 240 || 238 ||
 * **Reading** || 214 || 221 || 207 || 213 || 217 || 226 || 214 || 222 || 216 || 223 ||
 * **Science** || 145 || 143 || 137 || 138 || 151 || 151 || 151 || 149 || 149 || 148 ||
 * **Writing** || Not available || Not Available || Not available || Not available || Not available || Not Available || Not available || Not available ||  ||   ||


 * green || scores are above the national average ||
 * yellow || scores indicate no significant difference from the national average ||
 * burnt orange || scores are below the national average ||

Nationally males scored higher than their female counterparts in math and science however not significantly. Nationally females scored significantly higher than males in reading.

When analyzing data between males and females, Washington females and males scored above national average in all subject areas. They were only a higher by a few points except for the reading scores for females which was 4 points higher. Arizona males and females scored significantly lower than the national average in all subject areas. Michigan males and females both scored above national average in science and no significant difference was indicated in reading. Michigan females scored below national average in math and males scores only 2 points below the average.

The difference between males and females in subjects are not as significant as you might see in 8th grade or 11th grade studies.

**6. Using the NAEP website, how does Michigan compare to your assigned state with respect to 13 yr. old students?**

2005 data - 8th Grade Analysis:
 * || Georgia || Arizona || Washington || Michigan || National ||
 * Math || 278 || 277 || 289 || 278 || 282 ||
 * Reading || 260 || 258 || 267 || 262 || 262 ||
 * Science || 144 || 140 || 154 || 155 || 147 ||
 * Writing || 147 || 148 || 158 || 147 || 152 ||

In math, Arizona scored the lowest and Georgia and Michigan scored the same, all three slightly lower that the national average. Washington scored higher than the national average by 7 points.

In reading, Arizona and Georgia scored the below the national average while Michigan scored the same as the national average and Washington scored 5 points above.

In science, Arizona scored significantly below the national average. Georgia score 3 points below the national average. Washington and Michigan scored significantly higher than the national average.

In writing, Washington scored higher than the national average. Georgia, Michigan and Arizona scored lower than the national average by 4-5 points.

Washington scores higher than national averages in all subjects for 8th graders. Each year Washington saw growth in their scores in Math and Writing.


 * || **GA Male** || **GA Female** || **AZ Male** || **AZ Female** || **WA Male** || **WA Female** || **MI Male** || **MI Female** || **National Male** || **National Female** ||
 * **Math** || 277 || 278 || 279 || 276 || 290 || 288 || 280 || 277 || 283 || 281 ||
 * **Reading** || 255 || 266 || 254 || 261 || 261 || 273 || 257 || 267 || 258 || 267 ||
 * **Science** || 150 || 144 || 143 || 139 || 156 || 153 || 155 || 152 || 151 || 147 ||
 * **Writing** || 143 || 164 || 139 || 157 || 146 || 170 || 140 || 162 || 144 || 164 ||


 * green || scores are above the national average ||
 * yellow || scores indicate no significant difference from the national average ||
 * burnt orange || scores are lower than the national average ||

Nationally males scored higher than their female counterparts in math and science however not significantly. Nationally females scored significantly higher than males in reading and writing.

When analyzing data between males and females, Arizona indicates scores that are below the national average in all subject areas. Georgia scores show no significant difference from the national average except for Georgia males in the subject of math, which was 6 point below national average. Washington females scored above national average in all subject areas and males scored above in math and science which no significant difference from national average in reading and writing. Michigan males and females scored below the national average in writing, however both sex scored above national average in science and no significant difference was indicated in reading. Michigan females scored below national average in math and males scores indicate no significant difference.


 * 7. How does Michigan compare to Washington, Arizona, and Georgia in Mathematics, Reading, Science, History, and Writing for 8th grade students when examining race/ethnicity (white and black)? **


 * =  ||= WA White ||= WA Black ||= AZ White ||= AZ Black ||= GA White ||= GA Black ||= MI White ||= MI Black ||= National White ||= National Black ||
 * = Math ||= 295 ||= 269 ||= 292 ||= 269 || 289 || 262 ||= 286 ||= 246 ||= 292 ||= 260 ||
 * = Reading ||= 273 ||= 245 ||= 270 ||= 249 || 268 || 249 ||= 268 ||= 238 ||= 271 ||= 245 ||
 * = Science ||= 158 ||= 137 ||= 156 ||= 125 || 159 || 125 ||= 163 ||= 128 ||= 159 ||= 123 ||
 * = Writing ||= 162 ||= 150 ||= 160 ||= 143 || 162 || 144 ||= 156 ||= 132 ||= 162 ||= 140 ||
 * = History ||= No Data ||= No Data ||= No Data ||= No Data ||= No Data ||= No Data ||= No Data ||= No Data ||= 273 ||= 244 ||

There is a significant difference in averages between whites and blacks. The data shows whites scored higher than blacks in all subjects in Georgia, Michigan, Arizona, Washington and Nationally. In math, whites scored 32 points higher than blacks, in reading 26 points higher, in science 36 points higher, in writing 22 points higher and in history 29 points higher. Black students in Washington scored significantly higher than the national average in math, science, and writing. They also scored the same as the national average in reading. Blacks in Arizona scored significantly higher than the national average in math. They also scored a little higher (2-4 points) in reading, science, and writing. Blacks in Georgia scored 2-4 points higher than the national average in all subject areas. Blacks in Michigan scored significantly lower than the national average in all areas except science, where they scored 5 points above national average. White students in Washington scored almost the same as the national average (1-3 points higher) in math, reading, science. They also scored the same as the national average in writing. Arizona whites scored a 1-3 points lower than the national average in reading, science, and writing. They scored the same as the national average for whites in math. Whites in Michigan scored below the national average in math, reading and writing. The averages were 4-8 points lower. Whites in Georgia scored 3-4 points lower than the national average in reading and math, however they scored the same as the national average in science and writing.
 * green || scores are higher than National average ||
 * yellow || scores indicate no significant difference from the National average ||
 * burnt orange || scores are lower than than the National average ||


 * 8. Using the MDE website for MEAP score and achievement gap trends **

The statewide average MAEP scores for 8th grade readers for all students has made gains of 10.3 from 2005 to 2009. African-Americans, economically disadvantaged children, and students with disabilities went up 12.5 points. Hispanics made gains of 12.4. Limited English students made gains of 10.2 points.

The percentage of students that were considered proficient on MAEP in Reading in Grade 8 has gone up since 2005. From 2005 to 2009 the all students made gains of 10.5 percent. African-American scores went up 18 percent. Economically disadvantaged students went up 16.6 percent. Hispanic students made the most significant gains of 18.7 percent. Limited English students made the least amount of gain of 13.5 percent and students with disabilities' average went up 15.5 percent.

The statewide average MAEP achievement gap in Grade 8 reading for African-Americans from 2005-2009 is closing. The gap was 12.9 in 2005 rose to 15.5 in 2006 but then started going down until it hit its lowest of 10.7 in 2009. The gap changed just as much for economically disadvantaged students. The gap started as 10.1 in 2005 went up to 11.6 in 2006 and then started going down until it was 7.9 in 2009. The gap is also closing with the Hispanic students. It gap started at 9.5 in 2005 but went up to 10.6 in 2006 but went down until it hit an all-time low of 7.4 in 2009. Limited English students are the only group that did not see a closing with the gap. In 2005 they started with 16.0 went up to 21.4 in 2006 and then started to go down until it hit 16.1 in 2009, which is a -0.1 change. Students with disabilities is also shrinking their gap by 2.2 from 2005 to 2009. The gap grew in 2006 and again in 2008 but went down in 2009.

When comparing the students who scored "proficient" on the MAEP grade 8 reading exam the gap is closing for all disadvantaged students but the ones with the biggest rate of closure were Hispanic students whose gap went down by 8.2 points. African-American students went down 2nd by 7.5 points. Economically disadvantaged students gap closed by 6.1 points. Students with disabilities closure points were lower with 5.0. The lowest gap closure was the Limited English group with a closure point of 3.0


 * 9 Provide a general summary of your findings with respect to mathematics, science, reading, history, and writing, from the data analyzed. **

In Mathematics (4th grade): Washington scores indicated no significant difference from the National scores, and scored higher than Michigan, Georgia and Arizona. Michigan, Georgia and Arizona all scored below the National average with no significant difference noted between Michigan and Georgia. Arizona scores were below all the states analyzed as well as the National average. In Mathematics (8th grade): Washington scored above the National average, as well as all other states analyzed. There was no significant difference in scores for Michigan, Georgia and Arizona (with all of their scores below Washington and the National average).

In Science (4th grade): Georgia, Washington and Michigan scored above national average by at least 5 points. However, Arizona scored 4 points below the national average. Washington scored the highest by 10 points over the national average. In Science (8th grade): Arizona scored significantly below the national average. Georgia score 3 points below the national average. Washington and Michigan scored significantly higher than the national average by 7 and 8 points respectively.

In Reading (4th grade): Washington scores are above all other states considered in this analysis. However, when comparing the state scores to the National average - there is no significant difference noted from Michigan, Georgia and Washington. Arizona scores are clearly below the National average and the states considered in this analysis. In Reading (8th grade): Washington scored above the National average (as well as scoring above all other states considered in this analysis). Michigan's and Georgia's scores indicate no significant difference from the National average. Arizona's score is below the National average and below Washington and Michigan (with no significant difference noted from Georgia's score).

In History only National data was provided. Average scores for 4th, 8th and 12th grades in 2006 were higher than 1994 and 2001. 4th grade the scores rose 6 points, 8th and 12th grades scores rose 4 points each from 1994 to 2006. The data also looked at Race/Ethnicity, Parental Education, and Family Income. In regards to Race/Ethnicity, the groups performed with Whites ranking the highest, followed by Asian/Pacific Islander, and Hispanic. Black and American Indian ranked lowest with no significant difference noted between their scores for both the 4th and 8th grades. When considering Parental Education: both 8th and 12th grade groups (4th grade not available), students with parents with more education consistently and proportionally scored higher in history scores. History students from lower-income families (for both 4th and 8th grades) scored lower on average than those from higher – income families.

In Writing (8th grade): Washington scored higher than the national average but 8th graders in Michigan, Arizona, and Georgia scored lower than the national average. Georgia scored higher than Michigan and Arizona being just one point under the national average. Michigan scored two points below and Arizona scored six points below the national average. There was not significant different in any of the states when it comes to the percentage of students who scored at or above the basic level, they all scored about the same as the national average of 87%. In Washington, the percentage of students who scored at or above the proficient level was higher than the national average while Michigan, Arizona, and Georgia were lower than the national average. Michigan and Georgia scored only a few points below the average but Arizona scored 8% lower than the national average.

Overall Findings: Washington has scored higher than Michigan, Georgia, Arizona and the National average in all reported subject areas in both 4th and 8th grade data. Georgia scored the same as Michigan in 4th grade Math and Reading and 8th grade Math and Writing. When looking at Georgia and Michigan, no significant difference was indicated in Science in 4th grade however there was an 11 point difference in 8th grade with Michigan ranking highest. Arizona scored below Michigan in every reported subject area expect 8th grade writing, which Arizona scored higher by one point. Other than Washington, Michigan scored higher than the national averages in 4th grade science, 8th grade reading and 8th grade science.

After looking at all the data, it is plain to see that great things are happening in Washington. It would be helpful to know what assessment practices and meaningful techniques and strategies are used there so that all states have similar success over national averages.