The performance of students in Pocahontas County, West Virginia

 The performance of students in Pocahontas County, West Virginia, in English Language Arts (ELA) and math, by subgroup, year, county, and school name. The data is from the 2022 school year.

The following are some key findings from the data:

• White students in Pocahontas County performed significantly better than students in other subgroups in both ELA and math.
• Economically disadvantaged students in Pocahontas County performed significantly worse than students in other subgroups in both ELA and math.
• Homeless students in Pocahontas County performed significantly worse than students in other subgroups in both ELA and math.
• Students with disabilities in Pocahontas County performed significantly worse than students without disabilities in both ELA and math.

The data suggests that there are significant achievement gaps between different subgroups of students in Pocahontas County. These gaps are particularly pronounced for students who are economically disadvantaged, homeless, or have disabilities.

It is important to note that this data is just a snapshot of student achievement in Pocahontas County. It is possible that the achievement gaps have narrowed or widened since the data was collected. Additionally, the data does not take into account all of the factors that contribute to student achievement, such as the quality of instruction, the resources available to schools, and the socioeconomic status of families.

Despite these limitations, the data does provide some valuable insights into the challenges facing students in Pocahontas County. It is clear that there is a need to address the achievement gaps that exist between different subgroups of students. This will require a comprehensive approach that includes improving the quality of instruction, providing additional resources to schools, and addressing the socioeconomic factors that contribute to student inequality.

• Mean: The mean of the ELA scores for all schools is 0.57, and the mean of the math scores for all schools is 0.56. This means that, on average, students in all schools scored 57% and 56% on the ELA and math tests, respectively.
• Median: The median of the ELA scores for all schools is 0.57, and the median of the math scores for all schools is 0.56. This means that half of the students in all schools scored higher than 57% on the ELA test and half scored lower, and half of the students in all schools scored higher than 56% on the math test and half scored lower.
• Mode: The mode of the ELA scores for all schools is 0.57, and the mode of the math scores for all schools is 0.56. This means that the most common ELA score for all schools is 57%, and the most common math score for all schools is 56%.
• Standard deviation: The standard deviation of the ELA scores for all schools is 0.02, and the standard deviation of the math scores for all schools is 0.03. This means that the scores for the ELA test are spread out around the mean by about 2%, and the scores for the math test are spread out around the mean by about 3%.

In addition to these descriptive statistics, we can also see that there is a difference in the ELA and math scores between white students and students from other racial groups. White students have higher average ELA and math scores than students from other racial groups. This difference is more pronounced in the ELA scores, with white students scoring 10% higher on average than students from other racial groups.

We can also see that there is a difference in the ELA and math scores between students who are economically disadvantaged and students who are not economically disadvantaged. Economically disadvantaged students have lower average ELA and math scores than students who are not economically disadvantaged. This difference is more pronounced in the math scores, with economically disadvantaged students scoring 7% lower on average than students who are not economically disadvantaged.

Finally, we can see that there is a difference in the ELA and math scores between students with disabilities and students without disabilities. Students with disabilities have lower average ELA and math scores than students without disabilities. This difference is more pronounced in the ELA scores, with students with disabilities scoring 11% lower on average than students without disabilities.

Overall, the data shows that there are some significant differences in the ELA and math scores between students from different racial groups, socioeconomic backgrounds, and disability status. These differences suggest that there may be some factors that are contributing to these disparities, such as unequal access to educational resources or discrimination.