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ANIRBAN GHOSH
ASHISH RANJAN
AYAN DAS
MADHUMITA GHOSH
SOMDEEP SEN
ACADEMIC PERFORMANCE PREDICTION THROUGH MULTIPLE REGRESSION
INTRODUCTION
The Data set contains:
Performance of 400 elementary schools from the California Department of Education
Factors like class-size, parent education, student performance, etc.
Objectives:
To find the factors having major influence on the academic performance
To predict academic performance of an school using those factors
FACTORS & THEIR INFLUENCE
Note: Factors have been chosen based on statistical significance
Detailed SAS Code: http://bit.ly/1c08pGE
Factors Impact
English language learners(ELL) Negative
Percentage first year in school (Mobility) Negative
Parent grad school (grad_sch) Positive
Percentage full credential (Full) Positive
Average Class size 4-6 (ACS_46) Positive
INFERENCE & RECOMMENDATION
ENGLISH LANGUAGE LEARNERS
ELLs are one of the fastest growing populations in the public schools
Number of ELLs in CA is healthy due to the geographic location & economic significance
ELL students come from different backgrounds &face multiple challenges
But, the main challenge continues to be the problem in communication
Recommendations:
Provide special coaching to ELLs to ensure that they master English
Special coaching should be done before they get tested in English in core content areas
Ensure that all ELL students receive the full range of services
Improve teacher training opportunities so teachers can understand the needs of ELLs
PERCENTAGE FIRST YEAR IN SCHOOL
Students making non-promotional school changes is known as mobility
California students, like students in the rest of the U.S., are highly mobile
Mobility happens due to following reasons:
Families changing residences
School changes initiated by students especially in California
School changes initiated by schools especially in California
PERCENTAGE FIRST YEAR IN SCHOOL(CONTD.)Recommendations:
Families should:
Attempt to resolve problems at school before initiating transfer
Make changes between semesters or at the end of the school year
Schools should:
Counsel students to remain in the school if at all possible
Prepare in advance for incoming transfers
Assess the past enrollment history of incoming students
Assess the number of previous school changes
Facilitate the transition of new students as soon as they arrive
PARENT GRAD SCHOOL
Research shows US students spend less than 15% of their time in school
Therefore parent involvement is as important as the time spend in school
Checking homework, attending school meetings, influences student performance
Educated parents finds it easier to get involved than the others
Recommendations:
Look to ensure that parents with school graduation lie between 65-70%
Conduct parent interview during the admission of the students
Also take initiatives to increase parent engagements
But schools shouldn’t limit a parent’s involvement based on socio-economic status
PERCENTAGE FULL CREDENTIAL Experienced teachers are more effective at raising student
Experienced teachers are also more likely to be fully credentialed also
Hence teacher retention could be instrumental in performance improvement
Shortage of fully credential teachers is a prime reason for low performance & mobility
Many assume that financial incentive is the silver bullet; but that is only partially true
Recommendations:
Financial incentives can make schools more attractive to more qualified teachers
Money is Necessary, But Clearly Not Sufficient
Teachers often leave due to poor working conditions, and lack of administrative support
Schools should recruit & develop administrators who can draw on the expertise of teachers
AVERAGE CLASS SIZE 4-6
Improvement in avg. class size in 4-6 grade((ACS_46) tends to improve performance
ACS_46 can be improved when:
Mobility is low
Promotion of student’s from one grade to another is high
So, it can be said that ACS_46 is an indicator of the overall academic performance
Recommendation:
Focus should be on all the recommendations mentioned previously to improve ACS_46
THANK YOU