The Impact of Socioeconomic Status on Writing Scores

A hypothetical study in statistics has led to a desire to dig a little deeper into the impact of socio economic status on writing proficiency scores of fourth graders in Florida.  The table below shows that as the percentage of students receiving free and reduced lunch increases, the FCAT 2.0 writing scores move further away from the proficient level of 3.5.  None of the counties in Florida receiving free and reduced lunch met the set level of proficiency score of 3.5.  In contrast, the mean for the population of students not receiving free and reduced lunch in each county was 3.59, which met, and exceeded the set standard of proficiency of 3.5.  

While this is not my volunteer experience, it is very interesting and relevant given the themes and topics which have emerged throughout this course.  I look forward to continued study of urban settings and the variables that set them apart and those that help them function more effectively.

Figure 1 - Descriptive Statistics
Dependent Variable:   Mean Prompt Score
FRL2	Mean	Std. Deviation	N
less than .25	3.200	.	1
.26 - .50	3.229	.1254	7
.51 - .75	3.189	.1581	46
.76 - 1	3.085	.1463	13
Total	3.173	.1563	67

Statistics
		Mean Prompt Score NFRL	Mean Prompt Score FRL
N	Valid	64	67
	Missing	3	0
Mean		3.597	3.173
Median		3.600	3.200
Mode		3.5a	3.1
Std. Deviation		.1699	.1563
Skewness		-.110	.439
Std. Error of Skewness		.299	.293
Kurtosis		.940	.685
Std. Error of Kurtosis		.590	.578
Percentiles	25	3.500	3.100
	50	3.600	3.200
	75	3.700	3.300
a. Multiple modes exist. The smallest value is shown

A Rewarding Experience

A Rewarding Experience

Reading this week was rewarding as usual.  The students had a guest in their classroom when I arrived and were expecting another guest or two later in the week.  Given the make-up of the students in the classroom the teacher reaches out for interesting ways to motivate her students, keeping an open door policy.  Their teacher possesses the qualities of a STAR teacher and her students are very fond of her.  She has obviously taken time to build relationships with her students as she clearly knows their individual needs and allows me freedom with an attentive ear.  I look forward to continuing the relationship that I am developing with the teacher and with the students as I continue this volunteer experience until the end of the school year.  If the teacher will have me, I would like to start up again for the next school year and find time weekly to continue to give back to the community.  Further, I would like to find some time to sit down with the principal and assistant principal to talk more about Title 1 schools in Cocoa and how they are unique, what programs are working, what the vision is for the school, etc. 

 

Letting Books Teach Through Messages

This week I was reminded that children's literature has valuable lessons to teach students in such fun ways!  The teacher asked me to choose material that taught students the value of taking turns and learning to be patient and gracious while you are waiting.  I read, Lilly's Purple Plastic Purse with the students.  This is an excellent book about a little girl who gets a purple purse that plays music and she can't wait for show and tell to share it with everyone but she is busting at the gut to tell everyone about it.  When she does, the consequences are more than she can handle.  The conversation with the class that ensued was rich.  Talking out and waiting their turn in this contained classroom is one of the main difficulties.  It was interesting to see which students made the connection between their behaviour and the moral of the book and those who just legitimately cannot control that outburst in their desire for others to know their thoughts and see their knowledge.  We really had a great time talking about the lessons and finding out what they want to be when they grow up.  One girl wants to be a diva.  If it was only that simple!