You have familiarized yourself with the content of the spreadsheet and it is saved in the appropriate folder, which you have closed. This can happen if you have mixed numeric and alphabetic data in the same variable. If you select View Variables, you will get a list of all the variables in the data file.
You should now be in the same folder you copied this second SPSS sample file into, so click on examp03-04gr34b.sav. You will find all the procedures we will use under Analyze in the toolbar at the top of the page.
How did ELL/FEP and EP students score on the CST English Language Arts test in 2004-05?
If you want percentages instead of just numbers, click Cells, then click the box next to Rows and Columns under Percentages. You will see a list of the variables in the data file and you will see the option "If the condition is met." Select this option and then click If…. Select the one you want to isolate (in our example, grade04), click the arrow, and grade04 will appear in the window.
In fact, only grade 4 will be included in all the remaining analyzes you run until you go back to this step and click Data, Select Cases, then click Select All Cases, then OK. Then go to Data just like you did for Select Cases, but instead of clicking on Select Cases, click on Split File. Once you're in Split File, you'll see the list of variables in the left box, just like you've seen with other analyzes and Select Cases.
Click on the circle next to Organize production by groups, then click on the variable you want to organize your production by - in our case, grade04 (although it could also be langroup or ethnic, etc). After you have performed all the analyzes for the group you isolated, return to the Select Cases screen and click on All Cases. In the Output window (viewing the analysis), go to the column on the left and simply click on the analysis you want to print (click on Crosstabs).
Also, if you want to Delete the information, you can click on the analysis and you will see the boxes around the analysis again and just press your DELETE button.
Did program students show progress on the CST English Language Arts test from 2003-04 to 2004-05?
Then we click on the minus (-) sign, then scroll down until we find cela_p 03 (CST ELA 03 Perf Level) and click on cela_p 03, then again on the arrow. We assumed that the results from 2004 would be higher, so the new values in the profit estimation variable will be mostly positive. If a student failed a level, the value would be minus 1 (-1). Be sure to click OK to make this a new variable.).
Now we want to know what the gains were for EP and ELL/FEP students, so we run another crosstab (Analyze, Descriptive Statistics, Crosstabs). This time we'll again use our new variable cell (see it at the end of the list of variables in the crosstab screen?) and insert it into the rows (to remove cela_p04, highlight it and move it back to the list with variables by clicking on the arrow that now points to the left), and keeping our language groups in the columns, and we get:. If we wanted to disable that, we would go back to Data, Split File and click Analyze all cases, don't create groups.
Fourteen (39%) third grade and six (17%) fourth grade ELL/FEP students, as well as 35% each of third and fourth grade EP students remained at the same level, and so on. If we look at the students in 04 who achieved the first row-over-over-7 (23%) at Ver Onder-over, also recorded as Ver Onder in the previous year (they are a 0-win in our previous chart looking at profit counts). Do you want to look at the current students and see where they were the previous year, or do you want to see where they were the previous year and where they are now.
Both will give you similar information, but require you to look at the table slightly differently (either you look at the 04 students and go down the columns, or the 03 results and go across the rows).
Did students in the program show an increase in English proficiency as measured by the FLOSEM during their time in the program?
The sample spreadsheet contains examples of interval data, the FLOSEM scores in English and Spanish, and NCE scores on the SABE2 test. They combine scores for English speakers and Spanish speakers, and they combine scores across two grade levels, 3rd and 4th.
What progress do current 4th-grade Spanish speakers show in English proficiency as measured by the FLOSEM during their participation in the program?
If you have continued to work with us here in the program since you did question 5 and then you go to Analyze, then to Descriptive Statistics, then to Descriptive, you will see that these variables are still listed in the Variable(s) window. and all you have to do is click It's okay to get the new stats based on native 4th grade Spanish speakers only (if they're not in the window, just highlight the variable, click the arrow to bring it to the window Variable(s) to move - do that for flose04, flose03, flose02, flose01, flose00). The higher number of cases for the more recent FLOSEM scores suggests that many Spanish-speaking students entered the program later. Click on the ampersand (&), then select each year's FLOSEM English scores one by one and enter >=5 for each year.
This is what you would put in the box (you can even copy and paste this): grade04=4. The minimum possible score on FLOSEM is 5, so by specifying >=5 (greater than or equal to 5), you have ensured that you only have students with scores in each of these years. Highlight the same list of FLOSEM variables and move them into the box called Dependent Variables.
Now you'll get some complicated analysis, but the top box - called Descriptive Statistics - will contain the same averages and standard deviations as in the previous procedure. Sometimes it is interesting to make a direct comparison of two groups of students on one criterion at the same time. We did this above when we compared EP and ELL/FEP students on the California Standardized English Language Test using Crosstabs.
Let's illustrate this with the NCE scores on the SABE2 Total Reading and compare 4th grade students of different proficiency levels (ELL vs. FEP vs. EP).
How do fourth-grade students of different language proficiency levels compare in Spanish reading as measured by SABE2?
Make sure you save it in the folder you saved your other files or on the desktop). Now you should see an icon in the large rectangle on the right side of the slide. Note that there is also a table that looks like the following: [PC users: you may need to double-click the chart to see the table, but then the table will look like below.].
Click on the box in the table in the top row that says 1st Qtr and type: Grade 3, then replace 2nd Qtr with Grade 4. Since we are focusing on ELL/FEP students, we are looking down the column. PC users: Just click outside the chart area (anywhere on the large left rectangle that says Click to add text.) You'll also see the graph on the right.
Now click on the third chart on the top line under Chart subtype (click OK or enter if you need to). Mac users: go back to the toolbar and click on the graph, then down to Exit and return to examp03-. PC users: click to the left of your chart (where it says Click to add text).
Mac users: go back to the toolbar and click on the graph, then down to Quit and return to examp03-04gr34 (or your file). Now, on the little arrows on the right and at the bottom of the slide, click on the down arrow and it will take you to the new slide - duplicate. Now, double-click on the chart and repeat the steps above, but putting in data for EP students, changing the title for EP, then changing the description so it is.
What progress do current 4 th -grade Spanish speakers show in English proficiency as measured by the FLOSEM during their participation in
If you want to get rid of the legend, we'll mention how to do that in a moment. If you want all your value labels [Flosem 01, Flosem 02, etc.] to appear on the chart on the right, follow the directions in step 22 above or read on). You can shrink it a bit by clicking in the Click to Add text box and dragging the small square in the right center a bit to the left.
Click on the legend (where it says Span 4e), go to Toolbar, Format, Selected Legend and then Placement. Now you will see that you can place it at the bottom, corner, top, right or left of the diagram. So that solves the map size problem, but not the font problem.
This graph is much more representative of the growth and skill level of this group of students. You can see how this chart is a much better illustration of the data than the bar chart. Next, you would add a title to your slide along with a description of the data as we did with the other slides.
Use Descriptive Statistics to obtain the mean of a set of interval data, as well as information about the number of cases and standard deviations.