Learning to Read Stories in Numerical Data Debbie Hanson, Center for Urban Education Hannah Lawler,...

Learning to Read Stories in Numerical Data

Debbie Hanson, Center for Urban EducationHannah Lawler, Santa Monica College

Institute for Equity, Effectiveness, and Excellence at Hispanic Serving Institutions

Partner DiscussionThink back to a recent time when data was presented/ discussed at your institution and share:

• What data were you looking at?• Why were you looking at it?• How was the data shared? • Was there a group discussion about what the

data meant and it’s implications? • What did participants do with the data following

the meeting?


What we want to talk about today…

Overview:

• Reading Stories in Data using an Action Research Lens

• Strategies for Presenting Equity Data

• Creating a Structure To Promote Collaboration and Focus Dialogue

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&docid=75HN2I1YkP0-7M&tbnid=ZmFTiNPYdxiQKM:&ved=0CAUQjRw&url=https://fc.wellesley.k12.ma.us/~Nicole_Melanson/?OpenItemURL%3DS01C1C6E1&ei=weBOUrKAPIbS9gTDw4G4Aw&psig=AFQjCNGNY2eXM6UGsgMZJxTo68FMl4FuYg&ust=1380987147272317


Action Research

• Brings together a ‘community of practice’

• Participants conduct research to understand the environment within which they practice

• Participants reflect on their own practices, beliefs, and values

• Goal: change initiated by stakeholders—those on the ground level who both have intimate knowledge of practices AND are positioned to make those changes

Translated to Reading Stories

in Data, this means….


Reading Stories in Data Using an Action Research Lens

• Multiple voices contributing to ‘the data story’

• Data is connected to day-to-day practices

• Participants are asked to reflect on their own practices, beliefs, and values (based on what the data shows)

• Participants discuss how data should inform action


Part I: Tools/Strategies for Presenting Equity Data

Goal: present data in a way that is clear, meaningful, and actionable

1. Focus on the right indicators

2. Use of visual toolsa. Color

b. Graphic displays

c. Pictures/images

3. Translate equity goals into humans

4. Anticipating next questions


Session Learning Outcomes

• Session participants will learn tools for presenting equity data that is consumable

• Session participants will learn strategies for promoting collaborative dialogue around equity data


#1: Focus on the Right Data

Course success rates in

developmental math

Last math course completed in high school

Where students placed on the math placement exam

Students’ financial aid status

Participation in tutoring and other academic support services

Enrollment status (full-time/part-time)

Parent’s education level


#2a: Use of Visual Tools - Colors

Ethnicity/Race

First-time Freshmen – Fall 2010

Graduated in 3 Years Equity Gap

Count Percent Count Percent +/-

Asian 887 8.87% 513 10.26% +1.39%

Black or African American

1214 12.14% 448 8.96% -3.18%

Hispanic 2501 25.01% 962 19.24% -5.77%

… … … … … …

Ethnicity/Race

First-time Freshmen – Fall 2010

Graduated in 3 Years Equity Gap

Count Percent Count Percent +/-

Asian 887 8.87% 513 10.26% +1.39%

Black or African American

1214 12.14% 448 8.96% -3.18%

Hispanic 2501 25.01% 962 19.24% -5.77%

… … … … … …


#2b: Use of Visual Tools – Graphic Displays

Asian Black or African American

Hispanic

-7

-6

-5

-4

-3

-2

-1

0

1

2 1.39

-3.18

-5.77

Equity Gap – Graduation in 3 Years

Eq

uit

y G

ap


#2c: Use of Visual Tools – Pictures/Images

Ethnicity/Race

Enroll MATH 101

- Cohort

Successful MATH 101

Enroll MAT

H 102

% of Orig.

Cohort

Successful MATH 102

Enroll Trans

f Math

% of Orig.

Cohort

Successful in Transfer

Math

% Cohort Migrated and Successfully Completed

Transfer Math

Asian 134 79 59.0% 57 42.5

% 38 66.7% 30 22.4

% 17 56.7% 12.7%

African American

/ Black116 52 44.8

% 31 26.7% 20 64.5

% 18 15.5% 11 61.1

% 9.5%

Hispanic 290 181 62.4% 128 44.1

% 74 57.8% 63 21.7

% 45 71.4% 15.5%

… … … … … … … … … … … … …


#2c: Use of Visual Tools – Pictures/Images

Asian

African American

/Black

Hispanic

Cohort MATH 101 MATH 102 Transfer Math


#3: Translate Equity Goals into Humans

Hispanic Graduation Rate

First-time Freshmen (Fall 2010)

Graduated in Three Years

Rate

2501 962 38.5%

Overall Student Population Graduation Rate

First-time Freshmen (Fall 2010)

Graduated in Three Years

Rate

7602 3473 45.7%

Equity Gap 38.5% - 45.7% = -7.2% or 181 students


#3: Translate Equity Goals into Humans

Actual Hispanic Graduation Rate and Envisioned EquityActual Gradu-ated962 Students

38.5%

Envi-sioned181 Additional Students

7.2%Total First-time Freshmen Fall 2010 = 2501

Envisioned Equity = 45.7%

(181 additional students)


#4: Anticipating “Next” Questions

Graduation rate

Stated educational goal

Counseling

English/math placement levels

Unit load Outside responsibilities


Part II: Creating a Structure To Promote Collaboration and Focus

Dialogue‘First-Take’ Questions

– What is the data telling you? Does it signal that there might be a problem? An opportunity?

– What part of this information do you think is the most interesting? – Did this data surprise you? If so, how?

Delving-Deeper Questions– How can we connect this data to our day-to-day practices? If the

data uncovers an outcome that’s problematic – what are the practices and policies connected to that area?

– How might we find out what isn’t working in that area and experiment with new practices (remember, we’re focusing on ‘structures’ not on ‘people’)

– Is there additional data we should look at to better define the ‘problem’


Getting People To Own the Data

• Getting people to share own anecdotal experiences

• Building trust


Parking Lot

• I heard you, and it’s valid and needs to be discussed, helps to focus conversation

Learning to Read Stories in Numerical Data Debbie Hanson, Center for Urban Education Hannah Lawler,...

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