Running head: STATISTICS AND DATA

Critique 2: Descriptive Statistics and Graphic Presentation of Data Shelita Cannon-Hoey Louisiana State University Shreveport

STATISTICS AND DATA Critique 2: Descriptive Statistics and Graphic Presentation of Data

The debate continues on the use of standardized test and grades as predictors of students success in college. Duckworth, Quinn & Tsukayama (2011) sort out to research how intelligence disproportionately determines standardized achievement test scores, and if selfcontrol disproportionately determines report card grades. Duckworth & et al. furthered their investigation by surveying teachers in an effort to support the hypotheses. Middle school students made up the first longitudinal study. Study group one subjects were selected at birth by the National Institute of Child Health and Human Development (NICHS) from birth. Data was collected from the 1,364 participants when they were fourth graders. Sampling participants represented whites (76%); Black (13%), Hispanic (6%), Asian (1%), and the other 4% represented other ethnicities. Girls represented 48% of the participants. During the data collection researchers used self-control and IQ data obtained when students were in the fourth grade and compared it during their middle school years. The purpose was to predict growth or no growth in their report card grades and standardized achievement test scores. Students were administered the Wechsler Abbreviated Scale of Intelligence (WASI). Also, the primary caregiver of the student and the students teacher completed a Social Skills Rating System. In the second longitudinal study the participants consisted of fifth through eighth grade students from two New York City public schools. The sampling size was 549 students of which 64% of them represented Latino, 35% were Black, and 1% was Asian. Girls made up 52% of the sample size. Data was collected by administering the Impulsivity Scale for Child (ISC) to the students and collecting data from the schools records. A number of variables were studied, too. In the final study group, fifty-seven teachers were surveyed. These teachers possessed

STATISTICS AND DATA teaching experience of an average of 7.32 years including one private school, and two public middle schools. The majority of the educators taught reading, writing and/or social studies, while about one-third of the participants taught math and science. Data collection for teachers involved a Likert scale survey that aimed to assess the educators judgments of grades. The survey was divided into three sections, and gave the option of scoring from one (not at all important) to five (very important).

Present in this journal article are three tables and five figures. Table one is a summary of the statistics and bivariate correlations from study one group. Sixteen variables are listed. The mean and standard deviation are given for nine of the 16 variables. Table two provided a summary of the structural equation models for predicting time to grade point average and standardized achievement test scores. Data for study groups one and two were presented. Table three provided a summary of the statistics and bivariate correlations for study two. Twelve variables are listed. The mean and standard deviation are given for nine of the 12 variables. Figures one and two are diagrams that show the relationships of the factors. Figures three, four and five are bar graphs. Data reported in these bar graphs are factors that are relevant to the teachers. All of the data presented in these charts and figures are organized in an understandable format. The data appears to yield useful information the can be used. The authors felt their empirical investigation left room for future studies. Duckworth & et al. felt sufficient data were not available to confirm that the benefits of intelligence for increases in standardized achievement test scores are mediated by superior performance on problems that require skills and knowledge acquired outside of formal instruction. (Duckworth, et. al, 2011, p. 448) Another limitation identified by the researchers was the nonexperimental nature of the investigation. Even though this study included participants from private and public

STATISTICS AND DATA schools, and different socioeconomic backgrounds, as suggested by the authors future studies should include students from other countries and older students. The authors were able to support their hypotheses with the results gathered from their research in study groups one and two. The sampling sizes are acceptable; however, an effort to have ethnically balanced groups would result in a more validity of the factors studied. More information about the population of the school would be helpful in determining if the ethnic groups are being represented significantly. In spite of the limitations, some implications emerged. Students report card grades correlate more to their work and study habits, which is referred to as self-control in the article, than intelligence. Another implication identified was the relationship between students standardized achievement tests and how it implies intelligence rather than self-control. Furthermore, these implications shed light on a trending teacher evaluation model swiping the country called value-added analyses. As concluded by the authors, intelligent students achieve in spite of formal instruction and exercise self-control. Self-control enables them to complete tasks such as homework, studying and display exemplary behavior. A students grade point average when closely aligned is probably a better indicator of academic success in college than the American College Test (ACT) or Scholastic Aptitude Test (SAT). The No Child Left Behind policy should not only address standardize assessments, but includes report card grades. Students report card grades are a reflection of self-control and students competencies. The findings articulated in this article would be devastating to the billion dollar testing service industry. Therefore, as educators we must lead the charge to reform education to adequately and appropriately equip students for success.

STATISTICS AND DATA Reference

Duckworh, A. L., Quinn, P.D. & Tsukayama, E. (2011). What no child left behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades. Journal of Educational Psychology, 104 (2), 439-451.