Kendra Buddenberg EDUC 101 Introduction to Multicultural Teaching Karla Henderson 10 July 2013

ISTEP Research Analysis

I found the Indiana Department of Education website very interesting. I wasnt aware that I could look at the differences in scores and analyze the data so openly. The school that I chose to look further into was Aurora Elementary School (1197). It is in our local community (Corporation 1600). I attended Aurora Elementary School as a child and I am familiar with the testing atmosphere and surroundings of the area. I chose grade 3. Ideally I would love to teach kindergarten or one of the lower grades, but ISTEP testing doesnt begin until grade 3 which is why I chose this grade. I mainly looked into the English and Language Arts scores. I feel as though English is a main focus in todays society and I was eager to analyze the information. Aurora Elementary School is mainly composed of white students. Although there are a few Hispanic and Multiracial Students, the majority of students are white Americans. The results showed that there were no Asians, Blacks, or Native Hawaiians attending in the previous school year. The scores showed that there were 3 total Hispanics and 3 total Hispanics that passed. The same goes for Multiracial Students. There were however, 73 IREAD PASS N, 82 IREAD TEST N, and an 89.0% pass rate for white students. Special Education had a 9 IREAD PASS N, 17 IREAD TEST N, and a percentage of 52.9. Students with free or reduced lunches totaled at 38

IREAD PASS N, 47 IREAD TEST N, and an 80.9% pass rate. All together, the total was 76, 85, and an 89.4% passing rate. The English Language Arts percentages for grade 3 are as follows: Proficiency Rate- 81.50% (3 Points) Bot 25 High Growth- 27.50% Top 75 High Growth- 27.50% Low Growth- 41.00% Bot 25 Participation- 100% Remain Participation- 99.70% All Participation- Not Listed Final Points- 2 The English Language Arts portion of the ISTEP was broken into 7 Indiana Standards. Reading (word recognition) was 11-21%, Reading (comprehension and analysis of nonfiction and informational text) was 17-27%, Reading (comprehension and analysis of literary text) was also 17-27%, Writing (process and features) held 5-15%, Writing (applications) at 10-20%, and finally Writing (English language conventions) was 10-20%. Concluding my data results I have found that Aurora Elementary School holds high percentage rates in their testing scores. I was pleased to know that the students are reaching their goals and excelling in the English Language Arts program.