Yoli Vega

Problem Statement Assignment

I analyzed the data for a group of students that were in 3rd grade in 2012-13, 4th
grade in 2013-14, and 5th grade in 2014-15. Through analysis of the data, one trend became
obvious -- Elolf Elementary does not have any consistent trends.

Problem Statement:
According to the analyzed data, a gap exists between the campus and District reading
scores in all subpopulations.

What does the data reveal about the trends and patterns over time?
In 2012-13, the third grade students reading scores showed 72% met or exceeded
progress. According to the TAPR, the Districts 3rd grade score was 76%. The same students
in 2013-14 as 4th graders, obtained 67% and Districts score was 68%. In 2014-2015, as 5th
graders, scored 86% and District was 88%. Each subpopulations scores reflect a decline in
the 2013-14 school year and an increase during the 2014-15. More specific data on the
subpopulations is available in the bar graph above.

What is the impact of these trends and patterns?

The data shows that the reading scores do not follow a trend in growth or decline. In
essence the students began at 72%, fell to 67%, and then increased to 86%. This data shows
that as a campus, reading scores fluctuate from year to year. At Elolf, we do not have a
consistent reading program which can be attributed to neither a steady increase or decrease in
scores. The 2012-13 data is a reflection of the second year of use of the Success for All
reading program which was piloted for three years on Campus. The following year is the
reflection of a change in leadership which led to the lack of fidelity in executing the Success
for All program. The final data point is from the 2014-15 where once again, there was a
change in the reading program/curriculum to Readers Workshop. Having a strong,
consistent, research-based reading program/curriculum is essential to build a strong academic
Yoli Vega

foundation. When a strong academic foundation exists, an even stronger academic structure
is continuously being built. Research shows that in having an adopted research-based reading
program on campus for a minimum of seven years would reflect significant growth. Having
good quality teachers that teach our students (not having large teacher turn-over) would show
a steady increase in reading scores as well.

SMART Goal(s):
60% (210 of 350) of Elolf Elementary students in 3rd, 4th, and 5th grades combined
will meet or exceed the District met or exceeded progress on the STAAR reading assessment
in the 2016-17 school year through the use of a consistent research-based reading curriculum
that is taught with teacher and student fidelity.

What other insights does the data reveal?

In addition to the inconsistent reading program/curriculum, Elolf lacks consistency in
leadership. The data also revealed that during the years when our campus leadership was
unstable and changed during the year, that our STAAR scores dropped substantially. The
turn-over in leadership as well as teaching staff is reflected in the student scores. It appears
that with all the changes our campus has undergone, our students scores jump up and down.