The most significant areas for improvement, which are items where this school's local (Loc) scores are substantially lower than the national (Nat) average. The "L-N" column (Local minus National) shows this gap.
Below is an analysis of math items where the school's performance was more than 15 points below the national average (L-N < -15), indicating the most critical areas for remediation.
NAT=WV (circa 2001) Model Only
Grade 1
Subject: Math: Problem Solving
Test Item: Reading time 2
Scores: Nat 57%, Loc 27%, L-N -30 3
Explanation: This item required students to read an analog clock and identify the correct time. A 30-point gap shows a significant local weakness in this foundational skill.
Suggested Remediation: Implement daily "Time Check" routines. Use large, geared analog clocks for hands-on demonstration. Have students practice drawing hands on blank clock faces for specific times (e.g., "show me 2:30") and correlating analog time with daily events (e.g., "Recess is at 10:15").
Grade 3
Subject: Math Problem Solving
Test Item: Make change 4
Scores: Nat 68%, Loc 45%, L-N -23 5
Explanation: This item assessed the student's ability to calculate the correct change (coins and bills) to be returned from a purchase. This is a multi-step problem involving subtraction and coin/bill identification.
Suggested Remediation: Set up a "Classroom Store" with priced items. Have students role-play as cashiers and customers, using play money to practice making purchases and calculating change. Start with simple subtractions (e.g., "$1.00 - $0.80") and gradually increase complexity.
Grade 4
Subject: Mathematics Procedures
Test Item: Computation in context/addition of decimals 6
Scores: Nat 76%, Loc 47%, L-N -29 7
Explanation: Students were asked to solve a word problem that required adding decimal numbers, likely involving money. The large gap suggests students struggled either with setting up the problem or with aligning the decimal points correctly for addition.
Suggested Remediation: Use "menu math." Provide students with sample take-out menus and have them calculate the total cost for various orders. This reinforces the necessity of aligning decimal points in a real-world context.
Subject: Math Problem Solving
Test Item: Compare lengths 8
Scores: Nat 47%, Loc 24%, L-N -23 9
Explanation: This item likely required students to compare different units of length (e.g., inches vs. feet, or cm vs. m) or to convert between them to find the longer or shorter measurement.
Suggested Remediation: Use hands-on measurement stations. Have students measure common classroom objects using different tools (rulers, yardsticks, meter sticks) and record the measurements in different units. Create charts that visually compare units, such as "12 inches = 1 foot."
Grade 5
Subject: Math Problem Solving
Test Item: Identify equivalent fractions 10
Scores: Nat 71%, Loc 52%, L-N -19 11
Explanation: This item assessed the ability to recognize that different fractions (e.g., 1/2, 2/4, 4/8) represent the same value.
Suggested Remediation: Use fraction bars or circles. Have students physically manipulate the pieces to see that two 1/4 bars are the same length as one 1/2 bar. Practice "scaling up" and "scaling down" fractions by multiplying or dividing the numerator and denominator by the same number.
Subject: Math Problem Solving
Test Item: Identify missing elements in geometric patterns 12121212
Scores: Nat 65%, Loc 46%, L-N -19 13131313
Explanation: Students were shown a sequence of shapes and had to determine the next shape in the pattern, which may have involved changes in shape, rotation, or color.
Suggested Remediation: Have students create their own patterns with attribute blocks or drawings. Then, have them trade with a partner to identify the "rule" of the pattern (e.g., "it repeats triangle, square, circle") and determine the next three elements.
Subject: Mathematics Procedures
Test Item: Computation in context/subtraction of mixed numbers 14
Scores: Nat 62%, Loc 44%, L-N -18 15
Explanation: This word problem required students to subtract mixed numbers (e.g., 5 1/4 - 2 3/4), which likely involved the complex step of "borrowing" from the whole number.
Suggested Remediation: Visually model the borrowing process. Use diagrams of pizzas or pies to show how "5 1/4" becomes "4 5/4." Emphasize converting mixed numbers to improper fractions as an alternative and often simpler method for subtraction.
Grade 7
Subject: Math Problem Solving
Test Item: Identify radius and diameter 16
Scores: Nat 42%, Loc 18%, L-N -24 17
Explanation: This item tested the basic vocabulary of a circle. Students needed to identify the line segment representing the radius (from center to edge) and the diameter (edge to edge, through the center).
Suggested Remediation: Conduct a "Circle Hunt." Have students find circular objects in the classroom, trace them, and then draw and label the radius, diameter, and circumference. Create a clear visual anchor chart with these definitions.
Subject: Math Problem Solving
Test Item: Identify parallel and perpendicular lines 18
Scores: Nat 59%, Loc 38%, L-N -21 19
Explanation: This vocabulary-based item required students to distinguish between parallel lines (which never intersect) and perpendicular lines (which intersect at a 90-degree angle).
Suggested Remediation: Use real-world examples. Have students find and photograph examples of parallel lines (e.g., railroad tracks, opposite sides of a desk) and perpendicular lines (e.g., the corner of a window, grid lines on a map).
Grade 8
Subject: Mathematics Procedures
Test Item: Computation/division of decimals 20
Scores: Nat 58%, Loc 31%, L-N -27 21
Explanation: This was a straight computation problem requiring decimal division (e.g., 12.5 / 0.5). The most common error is typically failing to move the decimal correctly in both the divisor and the dividend.
Suggested Remediation: Emphasize the rule: "You cannot divide by a decimal." Students must practice "making the divisor whole" by moving the decimal and moving the decimal in the dividend the same number of places. Use grid paper to keep numbers and decimal points aligned.
Subject: Mathematics Procedures
Test Item: Computation/subtraction of mixed numbers 22
Scores: Nat 39%, Loc 15%, L-N -24 23
Explanation: Similar to the Grade 5 issue but at a higher difficulty, this problem required subtracting mixed numbers, likely with borrowing. The low national score (39%) shows it's a difficult skill for everyone, but the local score is especially low.
Suggested Remediation: At this level, strongly encourage the improper fraction method. Teach students to convert all mixed numbers to improper fractions before performing any operation, as this avoids borrowing and simplifies the process to finding a common denominator.
Subject: Math Problem Solving
Test Item: Identify alternative representations of a fraction or mixed number 24
Scores: Nat 48%, Loc 26%, L-N -22 25
Explanation: This item required students to understand that a fraction, a decimal, and a percent can all represent the same value (e.g., 3/4 = 0.75 = 75%).
Suggested Remediation: Use "Fraction-Decimal-Percent" triangle worksheets. Drill a "benchmark" chart of common conversions (1/2, 1/4, 1/3, 1/5, 1/10) so students memorize them. Practice the conversion procedures: (Fraction to Decimal = "top dog in the house" / divide), (Decimal to Percent = "move two spots right").
Would you like me to analyze the items with the largest gaps in another subject, such as Language or Science?
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