WGU D019 AFM2 Task 1: Data Analysis |Latest
Update with Complete Solution
Laura Gilpin
D019 Course
AFM2 Task 1: Data Analysis
Western Governors University – D019: Assessment and Measurement in Education
AFM2 Task 1: Data Analysis
Course Instructor: Laura Gilpin
Submission Date:
A1. Educational Problem
The educational problem examined in this analysis is the lower-than-expected
performance of third-grade students at Elk Knob Elementary School (EKES) on the
Reading 3 Standards of Learning (SOL) assessment when compared to Lee County
Public Schools (LCPS) district averages and statewide performance in Virginia. The SOL
assessments are administered annually during the spring semester to evaluate student
mastery of state curriculum standards in core subject areas.
The SOL scoring scale ranges from 0 to 600. Scores between 400 and 499 indicate a
proficient passing level, while scores from 500 to 600 indicate advanced proficiency.
Scores of 399 or below are considered failing. Analysis of recent data reveals that EKES
third-grade reading scores fall below both district and state benchmarks, with particularly
concerning outcomes for students identified as economically disadvantaged and students
with disabilities. These findings indicate a need for targeted instructional interventions
and support systems to improve reading achievement for these student populations.
A2a. Educational Setting and Participant Group
Elk Knob Elementary School is located in a small, rural community in southwestern
Virginia and is one of five elementary schools within the Lee County Public Schools
district. The area is historically agricultural, with a high proportion of families
, experiencing economic hardship. As a result, all LCPS schools qualify as Title I
institutions, and all students receive free breakfast and lunch.
During the 2022–2023 academic year, EKES served 246 students in grades kindergarten
through fourth grade, making it the second-largest elementary school in the district. The
student population demographics included approximately 96.4% White students, 1.6%
multiracial, 1% Black, 0.6% Hispanic, and 0.3% American Indian students. These
demographic trends closely reflect those of the district overall. A total of 37 third-grade
students participated in the Reading 3 SOL assessment during this academic year.
A2b. Subgroups
This investigation focuses on two primary subgroups: students identified as economically
disadvantaged and students with disabilities. At EKES, approximately 52.3% of students
were classified as economically disadvantaged, while 14% were identified as students
with disabilities. Among the 37 third-grade students assessed, 32 were economically
disadvantaged and three were identified as students with disabilities. The performance of
these subgroups is compared to district and state performance data to identify
achievement gaps and areas of concern.
A3. Qualitative and Quantitative Data
Both qualitative and quantitative data can provide valuable insight into educational
performance. Qualitative data, such as interviews or surveys, could offer context
regarding student experiences and instructional challenges. However, such data were not
publicly available for EKES, LCPS, or the state of Virginia, and qualitative findings can
be influenced by subjective bias.
Quantitative data is more suitable for this investigation due to its objectivity and
accessibility. Numerical data allows for reliable comparisons across schools, districts,
and the state. The Virginia Department of Education (VDOE) publishes SOL assessment
results and related metrics through publicly accessible databases. These quantitative data
sources provide measurable evidence of student performance and subgroup outcomes,
making them appropriate for analyzing third-grade reading achievement.
A4. Ethical Considerations
Ethical considerations are essential when analyzing educational data. Student privacy and
confidentiality were maintained throughout this investigation. All data used were
aggregated and publicly available through the VDOE website. No personally identifiable
student information, such as names or individual scores, was accessed or disclosed,
ensuring compliance with ethical standards and data privacy regulations.
Update with Complete Solution
Laura Gilpin
D019 Course
AFM2 Task 1: Data Analysis
Western Governors University – D019: Assessment and Measurement in Education
AFM2 Task 1: Data Analysis
Course Instructor: Laura Gilpin
Submission Date:
A1. Educational Problem
The educational problem examined in this analysis is the lower-than-expected
performance of third-grade students at Elk Knob Elementary School (EKES) on the
Reading 3 Standards of Learning (SOL) assessment when compared to Lee County
Public Schools (LCPS) district averages and statewide performance in Virginia. The SOL
assessments are administered annually during the spring semester to evaluate student
mastery of state curriculum standards in core subject areas.
The SOL scoring scale ranges from 0 to 600. Scores between 400 and 499 indicate a
proficient passing level, while scores from 500 to 600 indicate advanced proficiency.
Scores of 399 or below are considered failing. Analysis of recent data reveals that EKES
third-grade reading scores fall below both district and state benchmarks, with particularly
concerning outcomes for students identified as economically disadvantaged and students
with disabilities. These findings indicate a need for targeted instructional interventions
and support systems to improve reading achievement for these student populations.
A2a. Educational Setting and Participant Group
Elk Knob Elementary School is located in a small, rural community in southwestern
Virginia and is one of five elementary schools within the Lee County Public Schools
district. The area is historically agricultural, with a high proportion of families
, experiencing economic hardship. As a result, all LCPS schools qualify as Title I
institutions, and all students receive free breakfast and lunch.
During the 2022–2023 academic year, EKES served 246 students in grades kindergarten
through fourth grade, making it the second-largest elementary school in the district. The
student population demographics included approximately 96.4% White students, 1.6%
multiracial, 1% Black, 0.6% Hispanic, and 0.3% American Indian students. These
demographic trends closely reflect those of the district overall. A total of 37 third-grade
students participated in the Reading 3 SOL assessment during this academic year.
A2b. Subgroups
This investigation focuses on two primary subgroups: students identified as economically
disadvantaged and students with disabilities. At EKES, approximately 52.3% of students
were classified as economically disadvantaged, while 14% were identified as students
with disabilities. Among the 37 third-grade students assessed, 32 were economically
disadvantaged and three were identified as students with disabilities. The performance of
these subgroups is compared to district and state performance data to identify
achievement gaps and areas of concern.
A3. Qualitative and Quantitative Data
Both qualitative and quantitative data can provide valuable insight into educational
performance. Qualitative data, such as interviews or surveys, could offer context
regarding student experiences and instructional challenges. However, such data were not
publicly available for EKES, LCPS, or the state of Virginia, and qualitative findings can
be influenced by subjective bias.
Quantitative data is more suitable for this investigation due to its objectivity and
accessibility. Numerical data allows for reliable comparisons across schools, districts,
and the state. The Virginia Department of Education (VDOE) publishes SOL assessment
results and related metrics through publicly accessible databases. These quantitative data
sources provide measurable evidence of student performance and subgroup outcomes,
making them appropriate for analyzing third-grade reading achievement.
A4. Ethical Considerations
Ethical considerations are essential when analyzing educational data. Student privacy and
confidentiality were maintained throughout this investigation. All data used were
aggregated and publicly available through the VDOE website. No personally identifiable
student information, such as names or individual scores, was accessed or disclosed,
ensuring compliance with ethical standards and data privacy regulations.
