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CRESST Quality School Portfolio System Reporting on School Goals and Student Achievement The What And Why of School Information Systems: Why QSP? Catchwords of the Day Standards Accountability Total Quality Management School Inquiry Learning Communities Continuous Improvement
Reporting on School Goals and Student Achievement
1. Choose the correct file type first
2. Choose the file you want to import.
3. Open will begin the import process.
1. If the variables in your data file are separated by commas (and each student is on a separate line), click OK.
2. Otherwise, adjust the item separator (and student separator, if necessary). Then press OK.
1. If the first row of the data file holds variable names, indicate that here.
(The contents of the first row are shown here for your convenience.)
2. Click OK.
Next, match the variables from your data to existing QSP Slots. Doing so carefully is critical. Validity of future analysis may be compromised by mistakes made here.
The Objective is to match a column in the file being imported with an appropriate place for that data within your QSP Data file.
It is best if you know the file being imported very well before you attempt to import it.
1. If you are not sure what information is contained by variable in your database, the Column Items box can help by showing you a snapshot of the data.
Some variables will not have a preset QSP variable appropriate for matching. For these, you may choose from a set of “optional” variables.
For Example you would:
1. Select “Language Proficiency” in the first box
2. Select “Opt Backgnd 1” in the second box
3. Press Select.
1. When you have matched all the variables you want to import, you can choose Ignore Rest to quickly dispense with the others. They will appear IGNORED! in the variable pairs window to the right.
2. Finally, choose the correct year for the incoming data. (You must import ONE year at a time!)
3. Click on the Next button to proceed with the import.
You will then see this import confirmation window. If all pairs appear correctly and are preceded by blue check marks, press OK to proceed with the import. Otherwise, you may click the Back button to make necessary changes.
To create new groups
in QSP, first choose the
Groups option under
the Database menu.
Or select the Button
The Current Group category represents the group that is presently represented.
The Custom Groups category represents any groups that have been created.
The System Groups category represents the already existing groups within the Data.
The Combo Groups represents any combination of groups.
Click the New button to create a new group.
First choose Custom or Combo group, then click OK.
Choosing a Categorical variable will provide the Booleans (Is or Is not). Choosing aNumerical Variable will provide the (=, <>, <, >) as possible selections.
For instance, in this example, we’d create a group that represents all students with a GPA below 2.0.
This Group can then be added to reports or used to filter Graphic representations like Pie charts and Histograms.
Type in the name of the group.
Choose a variable.
Select the Operator
Then indicate the comparison value.
Click OK when done.
Click on Combo Group.
Click OK when done.
Let’s say you want report on the Hispanic male Students who have Spanish as a Primary Language. You can select those groups, then combine these with other outcome related groups you have defined yourself like our Low GPA Group.
Name the Combo Group.
Choose your Groups. You may combine up to eight.
Click OK when done.
Any Group can also be viewed in the QSP Database View. Select the Group in the Dialog and hit “OK” then return to the database View. Also indicates the number of students who fit that criteria.
Crosstabulations And Frequencies
Answers only Count and %
Only Categorical Variables
Tables - Mean, Median, and % at or above
Groups By Variable on Multiple Outcomes
Questions Table - Mean, Median, # & % Tested
Groups by Variable on One Outcome
Multiple Operators Simultaneously
Advanced Table (Mean, Median, Number)
Groups by Groups on One Outcome
Often Difficult to Read
Require More effort on the part of reader.
Provide more Information, especially Longitudinal options.
frequency tables for one categorical variable, sub-divided by another
We Will Make a Crosstab that includes Gender & Grade
List the numbers of times each value occurs in a set of values
We will create a Frequency Table of the Language Fluency Variable
best way to display exact numbers.
We will create a Table for Grade by Median %ile for Reading, Math and Spelling
simply frequency tables for one category, sub-divided by another
We will create an Advanced Table for Grade by Ethnicity for Median Reading %tile Ranking
Best for showing multiple aspects of a test including:
We will create a Questions Table for Grade By Math Median %ile rank.
Bar Chart - Graphs the Mean, Median, and % at or above, count and Percentage. Groups By Variable on a Single outcome.
Histogram - Graphs the Distribution of a Population or a Group score. User selects Range (width of bars).
Percentile Bar - Separates Scores into Quartiles or Quintiles. Then displays distribution of User-selected Groups
Line Chart - Graphs the mean or median of four groups on One Outcome measure over time. Or shows the scores of the entire population on four like outcome measures.
Scatterplot - Graphs the scores of a group on two outcome measures (1 on the X-axis, the other on the y-axis.
Pie Chart - Displays part whole relationships of Filtered group against a categorical Variable. Can apply any group to restrict population of comparison.
Gauge - Displays % of filtered group that meets criteria of a second grouping. Best for use with goals.
We Will Make a Bar Chart of % of students at the Top Quartile by Ethnicity.
We Will Make a Histogram of Math NRT Percentile Rank.
We Will Make a Percentile Bar Chart of Reading quartiles by Grade.
We Will Make a Line Chart of median Spelling, Math & Reading.
We Will Make a scatterplot of Spelling & Reading.
We Will Make two Pie Charts: one: Ethnicity of all Students, and two: Ethnicity of students <= 25th Percentile on Reading.
Note the Outcome for Hispanic Students.
We Will Make a Gauge of Hispanic Students <= 25th Percentile on Reading in 1998, put in the 1997 % as a comparison.
No “right answer”
Judgmental process, in conjunction with mandates, if any
Integrate available program components (staff development, curriculum resources, parent involvement) to focus on goal