WV Test Scores--Test Results in Plain English

 

Overall Trend:

The graph presents the percentage of students achieving proficiency in

Mathematics, Reading, and Science across the years 2014-2015 to 2023-2024.

Mathematics:

• 2014-2015: 30% of students were proficient in Mathematics.
• 2015-2016: The percentage increased to 33%.
• 2016-2017: It rose further to 35%.
• 2017-2018: There was a slight decrease to 38%.
• 2018-2019: The percentage dropped to 33%.
• 2019-2020: It declined to 28%.
• 2020-2021: There was a slight increase to 33%.
• 2021-2022: It rose to 35%.
• 2022-2023: The percentage decreased to 29%.
• 2023-2024: It remained at 29%.

Reading:

• 2014-2015: 46% of students were proficient in Reading.
• 2015-2016: The percentage increased to 49%.
• 2016-2017: It rose further to 48%.
• 2017-2018: There was a slight decrease to 45%.
• 2018-2019: The percentage dropped to 39%.
• 2019-2020: It declined to 40%.
• 2020-2021: There was a slight increase to 42%.
• 2021-2022: It rose to 44%.
• 2022-2023: The percentage decreased to 35%.
• 2023-2024: It remained at 36%.

Science:

• 2014-2015: 30% of students were proficient in Science.
• 2015-2016: The percentage increased to 33%.
• 2016-2017: It rose further to 35%.
• 2017-2018: There was a slight decrease to 38%.
• 2018-2019: The percentage dropped to 33%.
• 2019-2020: It declined to 28%.
• 2020-2021: There was a slight increase to 33%.
• 2021-2022: It remained at 33%.
• 2022-2023: The percentage decreased to 29%.
• 2023-2024: It remained at 29%.

Observations:

• Overall, the trend for all three subjects appears to be decreasing.
• Reading generally had the highest percentage of proficiency.
• Mathematics and Science showed similar trends, with a period of improvement followed by a decline.
• The most significant decline occurred between 2018-2019 and 2019-2020 for all three subjects.

Possible Interpretations:

• External Factors: The decline might be attributed to factors like the COVID-19 pandemic, which disrupted education and likely impacted student learning.
• Curriculum Changes: Changes in curriculum or teaching methods could have influenced proficiency levels.
• Resource Allocation: Differences in resource allocation and funding across subjects or schools might play a role.
• Socioeconomic Factors: Socioeconomic disparities could impact access to quality education and resources, affecting student performance.

Further Analysis:

To gain a deeper understanding, it would be helpful to analyze:

• Demographic data: Break down the data by factors like gender, race, and socioeconomic status to identify disparities.
• School-level data: Compare performance across different schools to understand variations within the district.
• Qualitative data: Collect data on factors like teacher training, classroom resources, and student engagement to gain insights into the root causes of the decline.

Please let me know if you have any other questions or would like to explore specific aspects of the data in more detail. Norman's Page on FB