| |
|
A
Pose Hypotheses
After the data has been collected and analyzed, it's
time to "dig deeper" and examine possible
reasons for existing patterns or trends. The following
Guiding Questions are recommended for generating
hypotheses.
- Why are our children performing the way they are?
- What in our systems and practices is causing our
children to have these problems?
View the following short video clips to witness hypotheses
that are posed for children in Florida. Specifically,
Darien Walker (Reading Supervisor for Pinellas County)
examines the data to investigate why two student (Ramon
and Rebecca) are performing poorly on the state-mandated
FCAT exams. Select Low Bandwidth if you are using
a modem; select High Bandwidth if you have cable,
DSL or a direct connection.
#1 Introduction to Darien Walker
High
Bandwidth | Low
Bandwidth |
#2 Introduction to Darien Walker
High
Bandwidth | Low
Bandwidth |
#3 Introduction to Darien Walker
High
Bandwidth | Low Bandwidth |
#4 Introduction to Darien Walker
High
Bandwidth | Low Bandwidth |
One way to examine potential
causes is to create a fishbone chart. Let's say,
for example, you noted in the data collection
and analysis that the dropout rates at your high
school were higher than the national and state
averages. You could then brainstorm about the
potential causes and place them on a fishbone
chart (see below).
|
The next step is to list the potential hypotheses,
accept or reject them based on current data, and decide
if they should be included in an action plan or if they
are "beyond the control" of the school. For
example, the following table could be created based
on the fishbone chart.
|
Sample Hypothesis
|
Evidence (Accept or
Reject) |
Possible Action |
| The parents are apathetic. They just don't care
if their children graduate from high school. |
Accept as possibility. |
Conduct a survey of parents of potential and past
dropouts. Try to entice parents to participate in
school events. |
| The low achievers are the ones who drop out. |
Reject. After checking the GPA of past dropouts
(for 9th and 10th grade), they were not significantly
lower than those who graduated. |
|
| Most students are employed full-time or with schedules
that conflict with school. |
Accept as possibility. |
Probably beyond the control of school. |
| The dropouts do not participate in sports or other
activities in school. |
Accept as possibility. |
Analyze the interaction between at-risk students
and participation in school activities. |
|
|
