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Patchogue Medford School District Where education comes first!

Patchogue Medford School District Where education comes first!. Statistical Analysis May 4, 2014 Michael Giacchetto. Introduction.

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Patchogue Medford School District Where education comes first!

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  1. Patchogue Medford School DistrictWhere education comes first! Statistical Analysis May 4, 2014 Michael Giacchetto

  2. Introduction • The study will analyze the effects of expenditures on selected students and the correlation it has on state test achievement. The study will look at the subgroups separately and as a whole to look for signs for cost effectiveness of the money spent throughout the past 6 years. Budgets and taxes for schools are of a great concern and this study will look to see if the money spent is closing the achievement gap.

  3. Literature Review • PISA results and looked at only our white students we would be ranked 3rd in the world but when you look at Hispanic students (ranked 31st) and Black students (ranked 33rd) • Study was done with about 4,000 students and it concluded that those who are not reading proficiently by third grade are 4 times more likely to drop out of high school than those who are proficient. Even worse, the students who live in poverty are also dropping out at a high rate and this double jeopardy brings the rate up to 6 times that of proficient readers. (Hernandez, 2011) • “A national scandal” is what former President George W. Bush calls the achievement gap

  4. Literature Review • The per-pupil costs for students have more than tripled over the past 40 years with little to no improvement. • Andrew Coulson conducted a study and came to the conclusion that there is no correlation between spending and results. • Correlation between spending and academic performance changes over the past 40 years for all 50 states is 0.075.

  5. What am I looking to do? • Utilize descriptive, regression, and other analytical tools to find out if: • per-pupil expenditures have an impact on achievement? • the effects that certain subgroups have on the passing rates of the district are positive or negative? • The district closing the achievement gap or lengthening it?

  6. Pat-Med School District • Diversity in student demographics • Increase in the number of Free & Reduced and Minority students

  7. ELA State Test Scores • ELA scores have declined • 2007 the district was above the average • By 2010 districtwas 8% below the average Source: New York State Education Department. (n.d.). Retrieved April, 2014, from www.nystart.gov.

  8. Math State Test Scores • Just like ELA, scores have declined • 2007 the district was above the state average • By 2010 the district was 14% below the state average Source: New York State Education Department. (n.d.). Retrieved April 2014, from www.nystart.gov.

  9. Minority Students vs. State Tests • ELA linear equation y = -2.3066x + 1.3331 with a 70% chance of likely predicting an outcome with this model. Correlation = -0.83607 • Math linear equation y=-2.2741x + 1.3728 with a 50% chance of likely predicting an outcome with this model. Correlation = -0.70624 Source: New America Foundation. (n.d.). Federal Education Budget Project. Retrieved April 2014, from http://febp.newamerica.net/k12/NY/36224

  10. Free & Reduced vs. State Tests • ELA linear equation y=-0.813x + 0.8302 with a 49% chance of likely predicting an outcome with this model. Correlation = -0.6996 • Math linear equation y = -1.1118x + 0.9896 with a 42% chance of likely predicting an outcome with this model. Correlation = -0.6508 Source: New America Foundation. (n.d.). Federal Education Budget Project. Retrieved April 2014, from http://febp.newamerica.net/k12/NY/36224

  11. Per Pupil Expense vs. State Tests • Correlation to the expense per pupil for math is -0.33796 & -0.45592 ELA. • The correlations are both moderate. • Are we spending our money wisely?

  12. Minority Students vs. Per-Pupil • Negatively slopped • Stronger correlation in math • Should our increases address this subgroup?

  13. Free & Reduced vs. Per-Pupil • Negatively slopped • Moderate to strong correlation • Who is the money helping?

  14. Conclusion • Achievement gap exists and has a negative relationship to the passing rate. • A closer look should be placed on programs aimed at closing the gap for such students • New initiatives to address struggling students • Data supports Coulson’s study that money does not produce better results. • Money is not the answer to closing the achievement gap

  15. Ideas for Reformation • “Collaboration is a social imperative” • Actively engaging Families • Coordination of community resources • “Through service-learning, students have unique opportunities to learn the value of teamwork and build critical thinking skills while completing service project areas such as education, public safety and the environment. Studies have shown that students who participate in such programs demonstrate increased civic and social responsibility and improved academic achievement.”

  16. Conclusion • Much education today is monumentally ineffective. All too often we are giving young people cut flowers when we should be teaching them to grow their own plants. John W. Gardner

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