USING WSAS SCATTERPLOTS

Using WSAS Scatterplots on WINSS

The WINSS Data Analysis section offers scatterplots to help you

compare WSAS (Wisconsin Student Assessment System) performance of your district/school to other districts/schools in the state, your CESA, or your county, and
examine possible associations between student performance measures (e.g. WSAS) and other variables

To access the scatterplots, click here: "How did students perform on state tests at grades 3-8 and 10?". Next click on "Change school or district" to select your school or district, then click on link titled "Scatterplot" on the left side of the page.

Note the graphing options above the scatterplot in FIGURE 1. By default, "Level: % Advanced + % Proficient" is selected for the Y-axis and "Relate To: %Economically Disadvantaged" is selected for the X-axis. High-performing, high-poverty districts/schools can be found in the upper right quadrant of the scatterplot. You can view the names of those districts/schools by clicking on "View All District/School Data in Scatterplot" below the scatterplot.

FIGURE 1. Sample Scatterplot.

FIGURE 2. Sample Use of Plotting Symbols. Differences in the value of an optional third variable are shown using plotting symbols.

Click on any link above the scatterplot as shown in FIGURE 1 to change graphing options.

Y-axis: Select the WSAS performance measure of interest from the "Grade," "Subject," and "Level" rows.
X-axis: Select a second variable from the "Relate To" row.
Third variable (optional): You may select a third variable from the "Show Differences In" row.

Differences in the value of the third variable are displayed using plotting symbols as shown in FIGURE 2. Districts/schools with the same plotting symbol are considered "similar" with respect to the third variable. Districts/schools are considered "similar" if their data regarding the variable fall in the same range. FIGURE 2 illustrates possible associations between WSAS performance, economic status of students, and district spending.

The plotting symbols used to define each range are displayed in the FIGURE 3 below.

FIGURE 3. Key to Plotting Symbols Used in WINSS Scatterplots.

Each dot or symbol on the scatterplot represents one district/school. An enlarged red symbol is used to identify your district/school. To view the names of all districts or schools in the scatterplot, click on "View All District/School Data in Scatterplot" at the bottom of the page. Most district and school names are linked to their home pages. See FIGURES 4 and 5.

FIGURE 4. Link to Data Table.

FIGURE 5. Sample Data Table.

All data used in the creation of the scatterplot can be downloaded by clicking on "View All District/School Data in Scatterplot" at the bottom of scatterplot page (FIGURE 4) and then clicking on the "Download Raw Data From This Page" at the bottom of the data table shown in FIGURE 5.

Note that all data used in the scatterplot are the most current data available. The ranges used in defining "similar" for the third variable, are the same ranges used in the Similar Districts/Schools graphs and tables.

Comments about Scatterplots:

Scatterplots are considered by many to be one of the best tools for studying the association between two variables especially when you have a lot of data. A scatterplot suggests the strength (strong or weak), shape (linear, curvilinear), and direction (positive, negative) of the relationship between two variables.
The more the points in the scatterplot tend to cluster around a line, the stronger the relationship between the variables. The line may be straight or curved. If the line runs from lower left to upper right, then the plot suggests a positive relationship. If the line tends to reun from upper left to lower right, then the plot suggests a negative relationship.
Scatterplots may suggest an association between two variables because they are both associated with a third variable. A strong association does not mean there is a cause-effect relationship but may suggest possible explanations for low student performance OR important further questions to consider.
Two or three variables cannot sum up the educational task of district and school communities. Plots of these variables are meant to be discussion starters as school improvement teams work on identifying possible explanations for student strengths and needs and ideas for improving student outcomes.

Cautions about the Data:

No single test can tell us whether students have learned everything that is important for students to learn. Statewide test results are the only available student performance measures for the Y-axis of the WINSS scatterplot at this time.
All WKCE performance data are based on results for "All enrolled FAY" in the school or district. Using percentages based on "All enrolled FAY" accounts for all students in the school or district for the full prior academic year, including students not tested during the three week testing window.
Demographic data were provided by school districts based on standardized definitions and are unaudited.
Per member spending patterns vary across grades. This fact will affect interpretations of district-level spending differences when comparing elementary only or high school only districts to K-12 districts.
Current education cost per member is affected by changes in both cost and membership (FTE resident enrollment). A relatively small actual change in membership, particularly in a smaller district, can result in a significant cost per member change.