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Figure c1a b Pre-assessment ReadingFigure c1a b Pre-assessment Reading Figure c1c Post- Assessment ReadingFigure c1c Post- Assessment ReadingFigure c2a Pre-assessment WritingFigure c2a Pre-assessment Writing Figure c2b Post-assessment WritingFigure c2b Post-assessment WritingFigure c3a Pre-assessment MathFigure c3a Pre-assessment MathFigure c3b Post-assessment MathFigure c3b Post-assessment MathFigure c4a b Pre-assessment Social StudiesFigure c4a b Pre-assessment Social Studies Figure c4c Post-assessment Social StudiesFigure c4c Post-assessment Social StudiesFigure c5a Pre-assessment ScienceFigure c5a Pre-assessment ScienceFigure c5b Post-assessment ScienceFigure c5b Post-assessment ScienceData AnalysesClass data analysisThe data shown in figure C1a b shows that in reading the children who started with a good knowledge base in the objective retained that level in that knowledge base The students who had fair or low knowledge of the objective score of two or lower did make some improvement but not enough to move to a level of good These children did not lose any retention of their knowledge and except for a few that will be discussed in a later section have gone to a level of high twoThere was more improvement show in the areas of math writing social studies and science than in any other subjects There was in most cases a level improvement with all students who scored at a two or lower and students who scored three or higher retained that knowledge base note that a score of four was given to AGI learners who were on higher-grade level materialThis shows that the students who are fair or low level are making progress but at a slower pace than the other students who have a three or more For the students who are at a two or lower interventions will be put in place so that they may improve The children who did not make a three or higher in reading and math will be pulled for interventions by the teachers aide and intervention teams at school so that they will be able to receive extra instruction
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