Westward Expansion - Weeblyhartporfolio.weebly.com/uploads/8/7/8/4/8784446/tws...Westward Expansion...

Analysis of Student Learning !1

Standard IV: Analysis of Student Learning

The pre-test and post-test given to all 27 students was on a Social Studies unit titled

“Westward Expansion”. The pre-test and post-test given to all students was the exact same

assessment. Therefore, students would receive the exact same assessment for their post-test, as

they did for their pre-test, the questions being unchanged. The assessment consisted of twenty-

five questions. The first fifteen questions on the assessment were multiple choice and the last ten

questions were true and false. Students had the capability of earning up to 100%, on both

assessments. Figure 2.1 shows the pre/post scores for all students.

Westward Expansion

Pre/Post Scores for All Students

0

25

50

75

100

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

92

56

92928888

96

72

8892

80

64

96

84

68

8084

96

68

80

88

80

60

8488

60

88

48

36

4448

52

36

56

36

48

40

4844

36

12

44

52

40

56

48

2828

48

24

56

44

6056

Pre Post (Figure 2.1)


The scores from students on the pre-test all ranged from 12% to 60%. Seven students

earned a score between 50-60%, whereas twelve students taking the pre-test earned a score

between 40-49%, four students earned scores between 30-39%, three students earned scores

between 20-29%, and only one student earned a score between 10-29%. The overall class

average for the pre-test on Westward Expansion assessment given was 43%. In a more in-depth

breakdown of pre-test scores: 1 student earned 60% (15 correct), 4 students earned 56% (14

correct), 2 students earned 52% (13 correct), 6 students earned 48% (12 correct), 4 students

earned 44% (11 correct), 2 students earned 40% (10 correct), 4 students earned 36% (9 correct),

2 students earned 28% (7 correct), 1 student earned 24% (6 correct), and 1 student earned 12% (3

correct). Figure 2.2 shows the percentage range for the entire class of 27 students on the pre-

assessment.

! Westward Expansion Pre- Assessment

!!

Class of 27 Students

Perc

enta

ge R

ange

Rec

eive

d

60-50%

49-40%

39-30%

29-20%

19-10%

Number of Students0 3 6 9 12

1

3

4

12

7

Students

(Figure 2.2)


Below in Figure 2.3, it shows how each student performed on the pre-assessment and

what the outcomes were of each question. On the left hand side are the numbers assigned to each

student and on top is each question from the test, starting with the number one. On the last

column is the percentage score each student received. The empty square represents each question

they answered correctly, and the “N” indicated which questions the answered incorrectly on the

pre-assessment. This information on the graph represents how each student performed

individually, and has specific scores for each individual question.

!PRE-ASSESSMENT WESTWARD EXPANSION

STUDENT QUESTIONS ON TEST % 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 %

1 N N N N N N N N N N N 56

2 N N N N N N N N N N N N 60

3 N N N N N N N N N N N N N N 44


5 N N N N N N N N N N N N N N N N N N N 24

6 N N N N N N N N N N N N N 48

7 N N N N N N N N N N N N N N N N N N 28

8 N N N N N N N N N N N N N N N N N N 28



11 N N N N N N N N N N N N N N N 40



14 N N N N N N N N N N N N N N N N N N N N N N 12

15 N N N N N N N N N N N N N N N N 36



(Figure 2.3)

The pre-test was given to all 27 students before they had received any instruction

regarding the Westward Expansion. Any questions students answered correctly concerning the

Westward Expansion came from their own previous background knowledge. Many students

struggled to answer the questions and had told me that they guessed on many of the answers.

Only one student came forth and said he had studied the Westward Expansion previously on his

own.

There were quite a few commonly missed questions per Figure 2.3. Questions #1-15 were

multiple choice, and #16-25 were true and false. The most commonly missed questions on the

pre-test: #1 (26 students missed)- In 1775, Daniel Boone created a trail called…, #2 (17 students

missed)- What is one effect of the Louisiana Purchase on the United States? #4 (16 students

missed)- What was the name of the Shoshone guide that helped Lewis and Clark on their

journey? #6- Manifest Destiny is the idea that….., #8 (20 students missed)- Which town did

several major trails going west start from? #11 (19 students missed)- What effect did the





21 N N N N N N N N N 56








Industrial Revolution have on the supply of goods? #13 (21 students missed)- The offer of free

land give to settlers who were willing to move west was called…, #14 (18 students missed)-

Which territory did the United States gain as a result of the Mexican-American War? #18 (19

students missed)- True or False: Andrew Jackson sent Lewis and Clark to explore the Louisiana

Purchase. #19 (21 students missed)- True or False: The Star- Spangled Banner was originally

titled Defense of Ft. McHenry. #22 (19 students missed)- True or False: Lewis and Clark found a

water route to the Pacific Ocean. #25 (22 students missed)- True or False: Factory owners hired

many slaves to work in the factories.

After collecting the data from the pre-test, it is clear that the majority of students were

unfamiliar with the events of the Westward Expansion. The scores for the pre-assessments can be

found on Figure 2.2.

The Figure 2.4 below shows the post-test percentage range for the entire class of 27

students. The scores from students on the post-test all ranged from 56% to 96%. Seven students

earned a scores between 90-100%, thirteen students taking the post-test earned scores between

80-89%, one student earned a score between 70-79%, five students earned scores between

69-60%, and only one student earned a score between 50-59%. The overall class average for the

post-test on Westward Expansion assessment given was 82%. In a more in-depth breakdown of

post-test scores/correct answers: 3 students earned 96% (24 correct), 4 students earned 92% (23

correct), 6 students earned 88% (22 correct), 3 students earned 84% (21 correct), 4 students

earned 80% (20 correct), 1 student earned 72% (18 correct), 2 students earned 68% (17 correct),

1 student earned 64% (16 correct), 2 students earned 60% (15 correct), and 1 student earned 56%

(14 correct).


!!Westward Expansion Post-Assessment !

Class of 27 Students

(Figure 2.4) !!!! Below is a Figure 2.5 that shows how each student performed on the post-assessment and

what the outcomes were of each question from the pre-assessment. On the left hand side are the

numbers assigned to each student and on top is each question from the test, starting with the

number one. On the last column is the percentage score each student received. The empty square

represents each question they answered correctly, and the “N” indicated which questions the

answered incorrectly on the pre-assessment. This information on the graph represents how each

student performed individually, and has specific scores for each individual question.

!

100-90%

89-80%

79-70%

69-60%

59-50%

0 2 4 6 8 10 12 14

1

5

1

13

7

Students


POST-ASSESSMENT WESTWARD EXPANSION !STUDENT QUESTIONS %

(Figure 2.5)

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 %

1 N N N 88

2 N N N N N N N N N N 60

3 N N N 88

4 N N N N 84

5 N N N N N N N N N N 60

6 N N N N N 80

7 N N N 88

8 N N N N N 80

9 N N N N N N N N 68

10 N 96

11 N N N N 84

12 N N N N N 80

13 N N N N N N N N 68

14 N N N N 84

15 N 96

16 N N N N N N N N N 64

17 N N N N N 80

18 N N 92

19 N N N 88

20 N N N N N N N 72

21 N 96

22 N N N 88

23 N N N 88

24 N N 92

25 N N 92


27 N N 92


The post-test was given to all 27 students after they had received all instruction from the

seven lesson plans regarding the Westward Expansion. Many students seemed confident when

taking the assessment, and were even allotted to use any notes taken throughout the unit as a

reference. Many students, even though they had their notes, failed to even look at them as a

reference.

There were only a few commonly missed questions per Figure 2.5. Questions #1-15 were

multiple choice, and #16-25 were true and false. The most commonly missed questions on the

pre-test:#3 (9 students missed)- Which trail would someone take who was seeking to find their

fortune in gold? #14 (18 students missed)- Which territory did the United States gain as a result

of the Mexican-American War? #18 (19 students missed)- True or False: Andrew Jackson sent

Lewis and Clark to explore the Louisiana Purchase. #20 (10 students missed)- True or False:

Thomas Jefferson bought the Louisiana Purchase from England. #22 (19 students missed)- True

or False: Lewis and Clark found a water route to the Pacific Ocean.

After collecting the data from the post-test, it is evident that the majority of students

gained a decent amount of knowledge and were familiar with the events of the Westward

Expansion. The scores for the post-assessments can be found on Figure 2.5.

Below in Figure 2.7 is a chart that displays the data for the pre-test, post-test, and the

improvement of each student. The far left column is numbered 1-27, representing each student.

Some students are apart of subgroups and can be identified by the code next to their number.

(HLL- High Level Learner, IEP- Student with an Individual Education Plan in R-Reading, M-

Math, W-Writing, S-Speech, ELL- English Language Leaner).


Improvement Chart

(Figure 2.7)

Student Pretest Post Test Improvement

1 56% 88% 32%

2 60% 60% 0%

3 44% 88% 44%

4 HLL R 56% 84% 28%

5 IEP R,M 24% 60% 36%

6 48% 80% 32%

7 28% 88% 60%

8 28% 80% 52%

9 IEP R,W,M 48% 68% 20%

10 56% 96% 40%

11 40% 84% 44%

12 ELL/IEP R,W,M 52% 80% 28%

13 IEP R,W,M 44% 68% 24%

14 ELL 12% 84% 72%

15 HLL R 36% 96% 60%

16 IEP R,S 44% 64% 20%

17 48% 80% 32%

18 40% 92% 52%

19 48% 88% 40%

20 36% 72% 36%

21 ELL 56% 96% 40%

22 36% 88% 52%

23 52% 88% 36%

24 HLL R 48% 92% 44%

25 44% 92% 48%

26 36% 56% 20%

27 HLL R 48% 92% 44%


Above in Figure 2.7, as displayed by percentages, 26 out of 27 students made

improvement from the pre-test to the post-test. The one student who did not improve received the

same score on her pre-test and post-test. This student happened to be absent quite frequently

during this unit. All other students showed growth from 20-72%, the class average of

improvement being 38%.

Figure 2.8 below displays the pre and post-test scores of all students who are considered

to be in subgroups. Students are considered to be in a sub group if they are: HLL- High Level

Learner, ELL- English Language Learner, or a student with an IEP- Individual Education Plan.

Specific areas of subgroups: R-Reading, W-Writing, M-Math, S-Speech.

!

0

25

50

75

100

4HLL

R

5 IEP R,M

9 IEP RWM

12 ELL

/IEP RWM

13 IE

P RWM14

ELL

15 HLL

R

16 IE

P RS21

ELL

24 HLL

R

27 HLL

R

929296

64

96

84

68

80

6860

84

484856

4436

12

4452

48

24

56

Pre Post

(Figure 2.8)


Summary of Lessons & Assessments After analyzing the data and results of the pre-test given to all students, I organized the

information students still needed to know to prepare for the post test. These concepts were then

organized into seven different lessons that aligned with the standards and objectives from the

Utah Core Curriculum. Each lesson was designed with assessments to then determine the

understanding and knowledge of each student. The lessons that were created and used for

instruction for this Teacher Work Sample (TWS) were designed according to the main events that

occurred during the Westward Expansion. There was no organized program that these lessons

were found in, however, all concepts, vocabulary, and knowledge needed to design these lessons

derive from and are aligned with the Utah Core Curriculum. Being that the pre and post test are

the same, all questions from these assessments have been taken from these seven lessons/

formative assessments. These lessons were as follows:

!Lesson 1- Formative Assessment: Students were to identify and discuss the reasons why people

moved west and how they did or did not survive during the Westward Expansion. Assessment:

Students started a foldable on the Westward Expansion.

!Lesson 2- Formative Assessment: Students were to discuss the events that happened during the

Louisiana Purchase and the expedition of Lewis & Clark. Assessment: Students completed a

guide, and wrote a newspaper article as if they were on the expedition, retelling an adventure that

had happened.

!


Lesson 3- Formative Assessment: Students were to discuss the War of 1812, The Star spangled

Banner, and Symbols of America. Assessment: Students completed a informational chart on the

symbols of America, and were required to place the lyrics of the Star- Spangled Banner in order.

!Lesson 4- Formative Assessment: Students explained the impact of the Westward Expansion on

the Native Americans. Assessment: Students wrote a paragraph explaining the impact of the

expansion on Native Americans.

!Lesson 5: Students were to discuss the events of the Homestead Act and needed to compare the

trails used during the Westward Expansion. Assessment: Students wrote an advertisement to

encourage people to move west.

!Lesson 6: Students discussed and examined the ways that the Gold Rush impacted the Westward

Expansion. Assessment: Students wrote a paragraph explaining how the Gold Rush affected the

expansion.

!Lesson 7: Students explained how the Industrial Revolution helped the Westward Expansion.

Assessment: Students need to write a short summary explaining how the Industrial Revolution

affected the Westward Expansion.

!!!!


Summary of Individual Performance on Assessments ! To determine the effectiveness of each lesson and its’ assessment given to each student, I

analyzed the results of three students: High Level Learner (HLL)(High), a student with an

Individual Education Plan (IEP)(Medium), and an English Language Learner (ELL)(Low).

Below in Figure 2.9 are the scores from each assessment, including pre & post scores, growth

from pre to post assessment, and the class average on the exact assignments.

A# = Assignment # H- High Student M- Medium Student L- Low Student (Figure 2.9)

* Categories with two scores were assessments that encompassed two parts to the assessment. * Growth is based off of improvement from pre-test to post-test.

Student #15, a High Level Leaner, received 36% on her pre-test and 96% on her post-

test. She above average on all the the formative assessments from lessons 1-7, as well as on

summative assessments. Her growth from pre to post test was 60%. Her score of 36% indicates

that she answered 9 out of 25 correctly on the pre-test.

The questions student #15 missed on the pre-test were concerning events from the

Westward Expansion such as: the name of the trail Daniel Boone created, the three goals of

Lewis and Clark on their expedition, their Shoshone guide, the idea of Manifest Destiny, Indian

Removal Act, famous trails heading west, Industrial Revolution, Homestead Act, territory gained

from the Mexican-American War, the Louisiana Purchase, and the Trail of Tears. Student #15

Student Pre A #1 A #2 A #3 A #4 A #5 A #6 A #7 Post Growth

#15 H 36% 100% 100/100 100/100 100% 100% 100% 100% 96% 60%

#9 M 48% 100% 92/90 92/100 75% 0% 100% 75% 68% 20%

#12 L 52% 90% 88/80 52/19 75% 80% 100% 75% 80% 28%

Class 43% 97% 94/87 86/88 98% 94% 93% 97% 82% 39%


was not proficient in the pre-test, but through the assessments given during the unit, she showed

wonderful growth and mastery of knowledge. Her post-test score of 96% indicates that she only

missed one question, which was regarding the three goals of Lewis & Clark’s expedition.

Throughout the assessments given to her, student #15 scored highly. In every assessment,

she received 100%. This student is very outgoing, yet soft spoken. She is very active and highly

involved in the classroom. She collaborates effectively with peers, engages in all class

discussions, and is usually the first one with her hand up. She brings a wonderful sense of

thinking more deeply about concepts. She often will raise her hand and explore the topic at hand

in a more in-depth manner. After the pre-test student #15 approached me and recalled the things

she already knew about the Westward Expansion. She then continued to tell me how excited she

was to learn more. This student is always quick to pick up on concepts, topics, and strategies.

Throughout this unit she displayed mastery and inquired frequently about the things she did not

know. I feel that this student learned the objectives well and I know because she demonstrated so

by participating, collaborating with others, ask in-depth questions, and scoring above average on

all assessments, with 96% on her post-test. I gave her in-depth writing prompts, encouraged her

to write more, and asked her to explain how these events affected the Westward Expansion. All

of student #15’s articles of evidence may be found in Appendix C.

! Student #9, Medium level student with an Individual Education Plan (IEP) in reading,

writing, and math, received 48% on his pre-test and 68% on his post-test. He scored above

average on four out of seven assessments and average or below average on the other three

assessments. His post-test score was also considered below average. His growth from the pre-test


to the post-test was 20%. His pre-test percentage of 48% indicates that he answered 12 out of 25

questions correctly.


Westward Expansion such as: the name of the trail Daniel Boone created, the three goals of

Lewis and Clark on their expedition, their Shoshone guide, the idea of Manifest Destiny, famous

trails heading west, the Industrial Revolution, technology advances, the Homestead Act,

Religious groups being persecuted, the Louisiana Purchase, symbols of America, and the Trail of

Tears.

Student #9 was not proficient in the pre-test, but he did show mastery of four out of seven

of the assessments. Two of the assessments he scored average, and was absent during one

assessment, therefore received an automatic zero. His post-test results shows that he struggled

with still understanding concepts surrounding Lewis & Clark’s three goals, famous trails heading

west, the Homestead act, the Mexican-American War (he answered correctly on pre-test), the

Indian Removal Act (he answered correctly on pre-test), religious groups being persecuted, the

Louisiana Purchase, and the Trail of Tears. The scores that student #9 received shows that he has

some understanding of the Westward Expansion, but struggles to recall events.

Student #9 is a quiet, but happy student who is often timid when answering questions. He

will collaborate with others, but frequently tends to hang back, is unsure of himself. When

participating in classroom discussions, he will raise his hand to share, but gives his answer

undecidedly, like a lingering question. When he understands a concept completely, he is

extremely focused until the task is complete. With regards to this unit on Westward Expansion,

there were times when he would tell me he didn’t understand and would ask for further


explanations. This student met some of the objectives, but truthfully seemed to struggle. I feel

that I should have helped this student more with understanding the concepts, by checking in with

him more frequently, and giving him more opportunities to make connections with how these

events affected the Westward Expansion. There were many activities and opportunities to

collaborate with others, but I could have given him more ways or strategies to connect to the

topic. Student #9 is very dedicated, and puts for an extreme amount of effort. All of student #9’s

articles of evidence may be found in Appendix C.

! Student #12, Low level student who is an English Language Learner (ELL), and has an

Individual Education Plan (IEP) for reading, writing, and math, received 52% on his pre-test and

80% on his post-test. He scored above average on 4 out of 7 assessments, average on 2

assessments, and below average on 1 assessment. His post score however, was considered just

about average with a 80%. His growth from the pre-test to the post-test was 28%. He pre-test

percentage of 52% indicates that he answered 13 out of 25 questions correctly.


Westward Expansion such as: the name of the trail Daniel Boone created, events surrounding the

Louisiana Purchase, the three goals of Lewis & Clark, the idea of Manifest Destiny, the Indian

Removal Act, famous trails heading west, the Industrial Revolution, the Homestead Act, and the

Mexican-American War. Student #12 was not proficient in the pre-test, however, he showed

incredible growth throughout his assignments and assessments. On his post-test, student #12

received 80%, indicating that he scored 20 out of 25. His scores show that his understanding has


increased, struggling with only the concepts of the Industrial Revolution, the Homestead Act, the

Indian Removal act, and the expedition of Lewis and Clark.

Student #12 has struggled with many different concepts throughout the year, but has

made incredible changes, improvements, and signs of putting forth effort and interest. This

student participated more during the study of the Westward Expansion than any other topic. He

would ask questions, want to share when reviewing, and was motivated when completing the

assessments concerning this topic. I am truly impressed with his score of 80%, as this is a

wonderful accomplishment for this student. While assignments have been tailored to fit some of

his needs being an ELL student with an IEP, he has met those expectations. He has put forth

effort and shown interest that hasn’t been seen all year long. Student #12 has made exceptional

progress and shown he is capable of learning and retaining information concerning the Westward

Expansion. Student #12 met almost all of the objectives, except assessment #3. He struggled

with understanding symbols in America. I feel that I could have helped him relate the importance

of symbols to him by connecting him to symbols we see and use in our everyday life. The other

objectives he met with at least an average score or higher. I know that he understood and

mastered those objectives through conversations I’ve had with him, explanations he’s given me,

the connections he has been able to make to the events, his ability to express and write about

how these many events affected the Westward Expansion, and his post-test scores, and

completing of assessments. All of student #12’s articles of evidence may be found in Appendix

C.

!!


Pre-Assessment and Post-Assessment Findings

The class’s average score on the pretest was 43% and on the post-test was 82%. For all 27

students, the average improvement or growth rate was 39%. I’m happy to say 26 out of 27

students showed improvement from their pre-test to their post test. The students who scored less

than the class average had scores consisting of 4 students with 80%, 1 student with 72%, 2 with

68%, 1 with 64%, 1 with 60%, and 1 with 56%. While these ten students were below the class

average, five of them were considered passing, and 4 of them were just under the class average.

The student with the 60% scored the same percentage on her pre-test, and is currently being

tested for Special Education. All of these students increased their scores, except the one, rising

from scores of 48% to 80%, 28% to 80%, 52% to 80%, 48% to 80%, 36% to 72%, 48% to 68%,

44% to 68%, and 36% to 56%. The improvement ranging from 20% of growth to 52%. You can

refer back to figure 2.7 on page 9 for a chart containing all class scores.

With each lesson being taught and an assessment being administered, students knowledge

grew substantially. While some students took the pre-assessment with some prior background

knowledge, their understanding continued to grow and their scores reflect their current

knowledge concerning the Westward Expansion. From reviewing both pre and post assessments,

the evidence from the assessments supports what pre-test scores show, that students struggled

mostly with understanding the goals of the Lewis & Clark expedition, the famous trails used to

head west, and advances in technology during the Industrial Revolution. However, the data also

showed that the assessments contradicted the findings from the pre-assessment, as students

knowledge grew and showed greater understanding with each assessment.

!


To take the pre-test, students were only allowed to come with the previous background

knowledge, no material on the subject had been taught yet. So there was many incorrect answers.

Due to the fact that I didn’t get to teach them beforehand, there was nothing I could have done to

prepare them, the pre-test was to serve as a guide of what needed to still be taught, and become

aware of the knowledge students already had. The post-test however came after I had taught

students the seven lessons. The results and findings from the post-test have indicated multiple

things concerning my teaching. Students were unsure of the goals of Lewis & Clark, the

expedition, and details on the Louisiana Purchase, topics of which I thought I had covered

extremely well. I also noticed a common trend in uncertainty around the famous trails used to

head west and their individual purposes. Looking back now, I can see the my teaching isn’t

always as clear as I think it is. I could have spent more time talking about the trails and had

students participate in activities to clarify the different purposes. I could have also had students

collaborate with one another to determine the goals of Lewis & Clark.

My part in the students’ learning was to be a facilitator, and encourage students to

collaborate and engage in the discovery of the Westward Expansion. I instructed students using

the map, power points, pictures, hands-on activities such as panning for gold, the use of

technology and the internet, articles for reading, video clips, creative writing activities, and to

have students use literacy skills such as reading, writing, speaking, and listening to learn about

the many events that affected the Westward Expansion.

!!


Validity of Assessment Instruments in Measuring Learning

After seeing the data results from student’s post-assessment, I began to wonder about the

validity of a few of the questions. Question #3 “What were the three goals that Lewis & Clark

were supposed to meet on their expedition?”- 9 students missed this question because they were

confused thinking that one of the goals was to farm the land (was an option), when it was really

to record observations about the region. This question could be considered invalid because it is

too closely related to the real answer that seem to cause students much confusion. Question #15

“Which tribe of Native Americans was NOT involved in the Indian Removal Act?”- 8 students

missed this question because it was never really talked about during the unit, we focused on

those tribes that were involved in the Indian Removal Act, not ones that weren’t affected. There

was a True/False question that 8 students missed- #23 “Most of the factories built during the

Industrial Revolution were in the Southern States.” I feel like this question wasn’t valid because

it also was not talked about or brought up in the lessons. Students did not have a concept of

where that was taking place.

The validity of the assessments given are measured by the close alignment of the

objectives and standards from the Utah Core Curriculum with the lesson and assessments. The

assessments were each aligned with an objective and standard that was continuos throughout

each lesson. I used formative assessments throughout the duration of each lesson to measure if

students were prepared for the questions on the post-test.

!!

!


Subgroup’s Student Learning !Boys vs. Girls

! (Figure 2.10) !

In the above Figure 2.9 the pre-test and post-test scores are broken down between the

boys and girls in the 5th grade classroom. There are 27 students total, with 12 boys and 15 girls.

From the graph you can see that the boys scored higher on the pre-test with an average of 45%.

The girls scored an average of 42% from the pre-test. As far as the pre-test, the boys scored 3%

higher than the girls. However, on the post-test the girls scored an average of 83%, which is 3%

higher than the boys. Both groups have shown dramatic growth, the boys improvement with

35%, and the girls being 41% overall. The girls scored higher on the post-test with a higher

improvement rate.

0

10

20

30

40

50

60

70

80

90

Male Female

8380

4245

Pre Post


English Language Learners vs. Non- English Language Leaners !

(Figure 2. 11)

The above Figure 2.11 displays the pre-test and post-test scores for English Language

Learners in contrast to non-English Language Learners. From the graph you can see that on the

pre-test ELL students scored an average of 40%, whereas non-English Language Learners scored

an average of 44%, with a 4% higher rate. On the post-test, ELL students scored an average of

87% and non-English Language Learners scored an average of 81%. The English Language

Learners scored a 7% higher rate on the post test than the non-English Language Learners. The

English Language Learns scored higher and showed greater improvement overall.

!

0

10

20

30

40

50

60

70

80

90

ELL Other Students

8187

4440

Pre Post


Students with an Individual Education Plan vs. Other Students IEP in Reading, Writing, and Math

* Numbers on graph are represented in percentages (Figure 2.12)

Above in Figure 2.12 scores from both the pre-test and post-test are compared between

students with an Individual Education Plan and other students. These students with an IEP have

specific areas in which they are receiving interventions. The pre-test scores for IEP students had

an average of 42% and the other students had an average pre-test score of 44%, with a 2% higher

rate. The students with an IEP scored an average of 68% on their post-test, whereas other

students scored an average of 85%, with a 17% higher rate. Both groups showed improvement

with IEP students showing growth by 24%, and other students showing growth by 41%. The

students without IEP’s averaged higher in both the pre-test and post-test.

0

22.5

45

67.5

90

IEP R, W, M Other Students

85

68

4442

Pre Post


Higher Level Learners vs. Other Students HLL in Reading

(Figure 2.13) !!! Displayed in Figure 2.13 above are the pre-test and post-test scores for Higher Level

Learners compared to other students. These students are higher learners in Reading. Their pre-

test scores on average were 47%, with a 4 % higher average than other students at an average of

43%. HLL scored an average of 91%, with an 11% higher average than other students with an

average of 80%. Both groups showed remarkable improvement and growth with HLL gaining an

44% rate, and other students gaining a 37% rate. HLL scored higher on both the pre-test, post-

test, and showed more growth and improvement overall.

!!!!

0

25

50

75

100

HLL Other Students

80

91

4347

Pre Post


High, ELL & Low Students More In-depth Analysis on 3 Target Students !

Student #15 - High

(Figure 2.14) * Numbers on bar graphs represent percentage received. !

Student #15 is a High Level Learner in Reading. She scored 36% on her pre-test, and

96% on her post-test. Her improvement from pre-test to post-test was substantial with a growth

of 60%. She did extremely well and met all objectives. These scores are reflected above in

Figure 2.14.

!!!!!!

0

25

50

75

100

High

96

36

Pre-Test Post-Test


!Student #9- Medium/Low

Student has an IEP in Reading, Writing, and Math

! (Figure 2.15) !!

* Numbers on bar graph are represent percentages received.

Student #9 scored 48% on the pre-test, and then scored 68% on the post-test. He showed

improvement by 20% from the pre-test to the post-test. These scores are reflected above in

Figure 2.15.

!!!!!!

01020304050607080

Medium/Low

68

48

Pre-Test Post-Test


Student #12- ELL/ Low

(Figure 2.16)

Student #12 scored 52% on the pre-test and 80% on the post-test. He showed wonderful

improvement by 28% from the pre-test to the post-test. These scores are reflected above in

Figure 2.16.

0

20

40

60

80

ELL/ LowPre- Test Post- Test

Westward Expansion - Weeblyhartporfolio.weebly.com/uploads/8/7/8/4/8784446/tws...Westward Expansion...

Documents

Transcript of Westward Expansion - Weeblyhartporfolio.weebly.com/uploads/8/7/8/4/8784446/tws...Westward Expansion...