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Health Highlight Report for Harding County

Public Education - Science Proficiency: Percentage of Students Proficient or Above in Science, 2015-2016

  • Harding County
    **
    95% Confidence Interval DNA
    Statistical StabilityDNA
    New Mexico
    39.4%
    U.S.DNA
    DNA=Data not available.
    **=Insufficient data.
  • Harding County Compared to State

    gauge ranking
    Description of Dashboard Gauge

    Description of the Dashboard Gauge

    This "dashboard" type graphic is based on the community data on the right. It compares the community value on this indicator to the state overall value.
    • Excellent = The community's value on this indicator is BETTER than the state value, and the difference IS statistically significant.
    • Watch = The community's value is BETTER than state value, but the difference IS NOT statistically significant.
    • Improvement Needed = The community's value on this indicator is WORSE than the state value, but the difference IS NOT statistically significant.
    • Reason for Concern = The community's value on this indicator is WORSE than the state value, and the difference IS statistically significant.

    The community value is considered statistically significantly different from the state value if the state value is outside the range of the community's 95% confidence interval. If the community's data or 95% confidence interval information is not available, a blank gauge image will be displayed with the message, "missing information."
    NOTE: The labels used on the gauge graphic are meant to describe the community's status in plain language. The placement of the gauge needle is based solely on the statistical difference between the community and state values. When selecting priority health issues to work on, a community should take into account additional factors such as how much improvement could be made, the U.S. value, the statistical stability of the community number, the severity of the health condition, and whether the difference is clinically significant.

Why Is This Important?

[http://www.corestandards.org/ELA-Literacy/RST/11-12/ From the Common Core State Standards Initiative, Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects:] Key Ideas and Details: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. Craft and Structure: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics. Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved. Integration of Knowledge and Ideas: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. Range of Reading and Level of Text Complexity: By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

Healthy People Objective AH-5:

Increase educational achievement of adolescents and young adults
U.S. Target: Not applicable, see subobjectives in this category

Related Indicators

Relevant Population Characteristics:


Note

County-level data were calculated by identifying and summarizing records from all schools located within each county, based only on those schools' physical locations (disregarding their school-district affiliaiton). The compiled county data therefore may not accurately reflect the schools' students' actual county(ies) of residence.

Data Sources

New Mexico Public Education Department, Jerry Apodaca Education Building, 300 Don Gaspar, Santa Fe NM 87501. Phone: (505)827-5800. Website: www.ped.state.nm.us.  

Measure Description for Public Education - Science Proficiency

Definition: The percentage of students who scored 'Proficient' or above on a standardized, grade-level assessment for science skills.
Numerator: The number of students who scored 'Proficient' or above on a standardized, grade-level assessment for science skills.
Denominator: The total number of students who completed a standardized, grade-level assessment for science skills.

Indicator Profile Report

The Percentage of 11th-Grade Students Scoring 'Proficient' or Above on a Standardized Science-Skills Assessment (exits this report)

Date Content Last Updated

08/21/2017
The information provided above is from the New Mexico Department of Health's NM-IBIS web site (http://ibis.health.state.nm.us). The information published on this website may be reproduced without permission. Please use the following citation: "Retrieved Sun, 22 September 2019 from New Mexico Department of Health, Indicator-Based Information System for Public Health Web site: http://ibis.health.state.nm.us".

Content updated: Fri, 21 Jun 2019 11:52:53 MDT