Analyze Test Data

It seems that most students are below their reading level.  The proficient level of reading comprehension in the school is 39.39 the county is 45.66 and the state is 41.93.  The novice level is 27.09.  There were 203 students tested. The math proficient level for the school is 60.09 the county is 48.98 and the state is 41.94.  The novice level is 16.25.  There were 203 testeded in math.  In the science department the novice is 19.40.  The proficient level in the school is 60.19, the county is 49.43, and the state is 39.12.  In science there was 201 tested.  The social studies profiency in the novice is 21.50.  In the school proficient level is 41.00, the county is 39.04, and the state is 36.02.  The number of students who took this test in social studies was 200.  The learning need I would use is reading comprehension.  This helps with to construct a meaning behind reading.  Each student is assigned a group and section to read and discussion.  The students identify important facts, summarize these details, and share them with the class.  A good example for to help support this need is a form of Jigsaw grouping.            

• Organizing students in heterogeneous cooperative learning groups at least once a week has a significant effect on learning (Marzano, Pickering, & Pollock, 2001).
• Low-ability students perform worse when grouped in homogeneous ability groups (Kulik & Kulik, 1991, 1997; Lou et al, 1996).
• There may be no other instructional strategy that simultaneously achieves such diverse outcomes as cooperative grouping. The amount, generalizability, breadth, and applicability of the research on cooperative, competitive, and individualistic efforts provides considerable validation of the use of cooperative learning to achieve diverse outcomes, including achievement, time on task, motivation, transfer of learning, and other benefits (Cohen, 1994a; Johnson, 1970; Johnson & Johnson, 1974, 1978, 1989, 1999a, 2000; Kohn, 1992; Sharan, 1980; Slavin, 1977, 1991).
• Cooperative learning can be ineffective when support structures are not in place (Reder & Simon, 1997).

  Does cooperative learning improve low achieving students performance on chapter tests?
I would give a chapter test and see who needs improvement and what students performed at a mastery level.  In the next chapter I will use cooperative group learning.  I will put the mastery students in with the novice learning students.  I would divide the students and make sure they work in a heterogeneous cooperative learning groups.