Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Collegiate Assessment of Academic Proficiency:
Mathematics Test
Spring 2011 Administration
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
Page 1 of 36
Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Table of Contents
Executive Summary....................................................................................................................................... 3
Introduction .................................................................................................................................................. 5
Sample....................................................................................................................................................... 6
Results ........................................................................................................................................................... 9
CAAP Scores Overall .................................................................................................................................. 9
CAAP Scores by Sex, Major, GPA, and Effort .......................................................................................... 13
Additional Questions Scores Overall....................................................................................................... 16
Additional Questions Scores by Sex, Major, GPA, and Effort ................................................................. 17
CAAP and Additional Questions Scores by Core Mathematics Course ................................................... 19
Relationship between CAAP Scores and Additional Questions Scores ................................................... 20
Conclusion ................................................................................................................................................... 22
Appendix ..................................................................................................................................................... 23
Appendix A: Information about the CAAP Mathematics Test ............................................................... 23
Appendix B: Copy of the Additional Questions....................................................................................... 25
Appendix C: Analysis of CAAP Scores ...................................................................................................... 28
Appendix D: Analysis of Additional Questions ........................................................................................ 32
Appendix E: Analysis of CAAP and Additional Questions Scores by Core Curriculum Questions ........... 34
Appendix F: Effort by Student Classification, Sex, College, Major, and GPA .......................................... 36
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Executive Summary
The Collegiate Assessment of Academic Proficiency (CAAP) Mathematics Test is designed to
measure skills in mathematics. In coordination with the various Texas Tech University (TTU)
Colleges, the Office of Planning and Assessment administered the Mathematics Test in select
courses across campus at the beginning of the spring 2011 semester. Courses were chosen to
achieve a representative number from each College based on enrollment of juniors and seniors.
ACT allows the administering institution to add up to nine additional questions to the chosen
CAAP module. TTU chose to add the five Mathematics questions from the Online Senior
Assessment (OSA) plus two questions about participants’ completion of their Mathematics Core
Curriculum Requirement.
A total of 518 TTU students participated in the spring 2011 administration of the CAAP
Mathematics Test. The goal was to score tests from 200 juniors and 200 seniors, so 118 answer
sheets were excluded due to participants’ answer sheet irregularities, student classification, or
college. A final sample of 175 juniors and 225 seniors is included in this analysis. The final
sample seems to be a fairly good representation of the population of all TTU juniors and seniors
in terms of sex, ethnicity, and college.
In comparing scores from the CAAP Mathematics Test, it appears that TTU juniors (mean = 60.7,
SD = 4.4) score higher on average than juniors nationally (mean = 58.0, SD = 4.3) and that TTU
seniors (mean = 59.6, SD = 4.0) score higher than seniors nationally (mean = 56.8, SD = 4.1).
These differences are statistically significant at the 0.05 level. The TTU sample shows
statistically significant patterns in CAAP scores by sex, major, GPA, and effort. Male participants
score higher on average than female participants. Math majors score higher on average than
other majors. Participants with higher GPA’s and participants reporting more effort also score
higher on average.
These same patterns apply to the additional questions scores by sex, major, and effort. Male
participants, Math majors, and participants reporting more effort score higher on average. For
the seniors, higher GPA’s also predict higher additional questions scores, but this pattern by
GPA was not statistically significant for the juniors.
Both participants’ self report of whether they have completed their mathematics core courses
and participants’ self report of whether they have completed their mathematics core courses at
TTU do not have a statistically significant impact on CAAP scores or additional questions scores.
The lack of significant comparisons by mathematics core completion may be due to the small
sample sizes of juniors and seniors reporting that they have not completed their mathematics
core courses. It might also be due to mistakes in students’ self report of completion. It could
also be that the not completed group represents mostly students who have completed one of
the two required math courses and that having the extra math course does not improve
students’ scores on the CAAP or the additional questions.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
The analysis shows a correlation between the CAAP scores and the additional questions scores
of 0.55 (p value < 0.0001). This correlation suggests that there is a significant relationship
between the additional questions scores and CAAP scores. This relationship may suggest that
the CAAP and the additional questions are measuring similar domains of knowledge or that
they are in some other way related.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Introduction
The Collegiate Assessment of Academic Proficiency (CAAP) “is the standardized, nationally
normed assessment program from ACT that enables postsecondary institutions to assess,
evaluate, and enhance student learning outcomes and general education program outcomes.” 1
The CAAP offers six different modules: Reading, Writing Skills, Writing Essay, Mathematics,
Science, and Critical Thinking. 2 As per decision of the University Assessment Committee in fall
2010, the Office of Planning and Assessment administered the Mathematics Test of the CAAP
during spring 2011. The Mathematics Test “is a 35-item, 40-minute test designed to measure
students' proficiency in mathematical reasoning. The test assesses students’ proficiency in
solving mathematical problems encountered in many postsecondary curricula. It emphasizes
quantitative reasoning rather than the memorization of formulas.” 3 Please find more
information on how the test is constructed and scored in Appendix A.
ACT allows the administering institution to add up to nine additional questions to the chosen
module. The Core Curriculum Committee (CCC) at Texas Tech University (TTU) has been
working on its own instrument to measure student abilities in various core areas, the Online
Senior Assessment (OSA). The OSA was designed in 2008 and has been administered to
graduating seniors from Texas Tech during the spring semester of 2008, 2009, and 2010.
During the summer of 2010 the same assessment was administered to incoming transfer
students at Texas Tech as the Transfer Student Assessment (TSA). The instrument has one
section for each of the following areas: Humanities, Multicultural, Mathematics, Natural
Sciences, Technology and Applied Science, and Social and Behavioral Sciences. The
Mathematics section of the OSA is designed to measure abilities that are also measured by the
CAAP Mathematics Test. Since the CAAP Mathematics Test is an established instrument it was
decided to use the five Mathematics questions from the OSA as additional questions and
compare the results. Another two questions were added as additional questions to ask
participants if they have completed their Mathematics core requirement courses and if they
completed all of these core requirement courses at TTU (see Appendix B for a copy of the
additional questions).
In coordination with the various Colleges, the Office of Planning and Assessment administered
the Mathematics Test in select courses across campus. Courses were chosen to achieve a
representative number from each College based on enrollment of juniors and seniors. Juniors
and seniors were the target group, so courses with high junior and senior enrollment were
selected to participate. Larger courses were chosen from Colleges with higher junior and senior
enrollment and smaller courses were chosen from Colleges with lower junior and senior
enrollment. Included in the sample were courses from the following Colleges: College of
Agricultural Sciences and Natural Resources (AG), College of Architecture (AR), College of Arts
1
http://www.act.org/caap/, accessed 3/2/2011
http://www.act.org/caap/test_modules.html, accessed 3/2/2011
3
http://www.act.org/caap/test_math.html, accessed 3/2/2011
2
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
and Sciences (AS), College of Education (ED), College of Human Sciences (HS), College of Mass
Communications (MC), College of Visual and Performing Arts (VP), Edward E. Whitacre Jr.
College of Engineering (EN), and Jerry S. Rawls College of Business Education (BA). The CAAP
Mathematics Test and the additional questions were administered during the regularly
scheduled class time. This allowed most students from each class to participate and helped
reduce the bias that may have been created if students had been asked to volunteer to take the
survey on their own time instead.
Sample
A total of 518 Texas Tech University (TTU) students participated in the spring 2011
administration of the CAAP Mathematics Test. The goal was to score tests from 200 juniors and
200 seniors. The Office of Planning and Assessment identified 4 irregularities (e.g., pattern
scoring) that were exempt from scoring. Also exempt from scoring were the 97 participants of
student classifications other than juniors and seniors. Since there were only 175 juniors in the
remaining sample, it was decided to score the results of 225 seniors instead of just 200 to
achieve a good campus-wide representation. The remaining 400 answer sheets were scored by
ACT.
Since the students’ R numbers were used as the student ID on the Mathematics Test, the Office
of Planning and Assessment was able to obtain demographic information for the participants
from Institutional Research (IR). The demographic information obtained includes sex, ethnicity,
student classification, and college. While participants were asked similar questions about their
background on the CAAP Mathematics Test, it was decided to use official registration data
provided by IR. Using the IR data facilitates comparison to the population numbers and has a
greater chance of being accurate.
The following graphs compare the final junior and senior samples to the population of all TTU
juniors and seniors, respectively, by sex, ethnicity, and college.
Sample and Population by Sex:
Juniors
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Sample
Population
Female
Male
Sample and Population by Sex:
Seniors
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Sample
Population
Female
Male
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
The junior and senior samples both appear to be good representations of their respective
populations in terms of sex.
Sample and Population by Ethnicity: Juniors
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Sample
Population
Sample and Population by Ethnicity: Seniors
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Sample
Population
The junior and senior samples both appear to be good representations of their respective
populations in terms of ethnicity.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Sample and Population by College: Juniors
40.0%
35.0%
30.0%
25.0%
20.0%
Sample
15.0%
Population
10.0%
5.0%
0.0%
AG
AR
AS
BA
ED
EN
HS
MC
UC
VP
Sample and Population by College: Seniors
35.0%
30.0%
25.0%
20.0%
Sample
15.0%
Population
10.0%
5.0%
0.0%
AG
AR
AS
BA
ED
EN
HS
MC
UC
VP
It appears that the junior sample includes more participants from the Whitacre College of
Engineering and fewer participants from the College of Human Sciences than would be
expected from the population. The senior sample appears to be a fairly good representation of
the population in terms of College.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Results
CAAP Scores Overall
Three scores are reported for the CAAP Mathematics Test: total test score (35 items), basic
algebra subscore (17 items), and college algebra subscore (18 items). Potential total test scores
range from 40 (low) to 80 (high) and potential subscores range from 5 (low) to 25 (high). The
following table gives a summary of these three scores for the TTU junior and senior samples.
Summary of
CAAP Scores
n
Mean
Standard Deviation
Minimum
Median
Maximum
Total Test
Juniors
Seniors
175
225
60.7
59.6
4.4
4.0
49
49
60
59
73
71
Basic Algebra
Juniors
Seniors
175
225
16.9
16.5
2.4
2.3
9
9
17
16
20
20
College Algebra
Juniors
Seniors
175
225
16.9
15.9
3.2
3.0
11
10
17
16
24
24
It appears that the TTU juniors scored slightly better on average than the TTU seniors in total
test scores (60.7 vs. 59.6), basic algebra scores (16.9 vs. 16.5), and college algebra scores (16.9
vs. 15.9). The differences in total test scores and college algebra scores are statistically
significant at the 0.05 level and the difference in basic algebra scores is statistically significant at
the 0.10 level (see Appendix C for details). This suggests that TTU juniors score higher on
average than TTU seniors on the CAAP Mathematics Test. This pattern of juniors performing
better on average than seniors is similar to CAAP participants nationally.4
4
http://act.org/caap/norms/pdf/10Table12.pdf, http://act.org/caap/norms/pdf/10Table13.pdf, accessed
3/2/2011
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
The following graphs show the distributions of total test scores, basic algebra scores, and
college algebra scores for our junior and senior samples.
CAAP Total Test Scores
Percent of Sample
60.0%
52.0%
50.0%
44.0%
40.0%
29.1%
28.0%
30.0%
20.0%
9.1%10.2%
10.0%
Juniors
14.9%
8.4%
Seniors
1.7%0.4%
1.1%0.9%
0.0%
45
50
55
60
65
70
75
80
Total Test Score
The total test score distributions appear similar with a few more seniors scoring between 55
and 60 and a few more juniors scoring between 65 and 70.
CAAP Basic Algebra Scores
Percent of Sample
60.0%
51.4%
50.0%
41.3%
43.6%
40.0%
28.0%
30.0%
Juniors
20.0%
9.7%
9.1% 8.9%
10.0%
1.7% 0.9%
Seniors
5.3%
0.0% 0.0%
0.0%
7
10
13
16
19
22
25
Basic Algebra Score
The basic algebra score distributions also appear similar with a few more seniors scoring
between 13 and 16 and a few more juniors scoring between 16 and 22.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
CAAP College Algebra Scores
35.0%
31.1%
29.1%
27.6% 26.9%
24.9%
Percent of Sample
30.0%
25.0%
19.4%
18.9%
20.0%
13.3%
15.0%
10.0%
Juniors
Seniors
5.7%
5.0%
2.2%
0.0% 0.9%
0.0%
7
10
13
16
19
22
25
College Algebra Score
The college algebra score distributions include a few more seniors in each category of scores
below 16 and a few more juniors in each category of scores above 16. It appears that the
college algebra items contribute more than the basic algebra items to the difference in total
test scores for TTU juniors and seniors.
The ACT website has a summary for the scores of 12,744 juniors from 122 institutions and 9,402
seniors from 115 institutions who participated in the Mathematics Test in the fall of 2010.5 On
average the TTU juniors scored higher than the national sample of juniors in total test scores
(60.7 vs. 58.0), basic algebra scores (16.9 vs. 15.3), and college algebra scores (16.9 vs. 15.1).6
On average the TTU seniors scored higher than the national sample of seniors in total test
scores (59.6 vs. 56.8), basic algebra scores (16.5 vs. 14.6), and college algebra scores (15.9 vs.
14.3).7 Each of these comparisons is statistically significant at the 0.05 level (see Appendix C for
details). This suggests that TTU juniors and seniors score higher on average than juniors and
seniors nationally on the CAAP Mathematics Test.
5
http://act.org/caap/norms/, accessed 3/2/2011
http://act.org/caap/norms/pdf/10Table12.pdf, accessed 3/2/2011
7
http://act.org/caap/norms/pdf/10Table13.pdf, accessed 3/2/2011
6
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
The following table shows the number of TTU juniors and seniors who received each total test
score and the national percentile for each of these scores.8 For each score, the national
percentile shows the percentage of junior or senior participants, respectively, from the national
sample that scored at or below that score. The highlighted cells show those TTU participants
who scored higher than the 50th national percentile. A majority of the TTU juniors (139
participants, 79%) and a large majority of the TTU seniors (185 participants, 82.2%) scored
above the 50th percentile nationally.
National Percentiles for CAAP Scores
Score TTU Juniors Natl. % TTU Seniors Natl. %
73
2
99
0
99
72
0
99
0
99
71
1
99
1
99
70
0
99
0
99
69
5
99
3
99
68
3
99
2
99
67
5
98
5
99
66
13
97
9
98
65
7
95
10
97
64
14
93
16
96
63
5
90
3
94
62
8
87
9
92
61
17
83
25
90
60
20
75
20
85
59
18
66
26
78
58
21
55
29
68
57
9
46
27
59
56
9
36
15
48
55
6
25
5
35
54
5
19
7
28
53
2
15
4
21
52
1
10
3
15
51
50
49
2
1
1
7
4
2
4
1
1
10
6
3
8
http://act.org/caap/norms/pdf/10Table12.pdf, http://act.org/caap/norms/pdf/10Table13.pdf, accessed
3/2/2011
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
CAAP Scores by Sex, Major, GPA, and Effort
The following graphs show the average CAAP total test scores by sex, major, GPA, and
participants’ self report of how much effort they gave in taking the assessment (See Appendix C
for sample sizes).
Average CAAP Scores by Sex
80.0
75.0
70.0
65.0
60.0
55.0
50.0
45.0
40.0
59.8
58.3
61.3
60.8
Juniors
Seniors
Female
Male
For both the juniors and the seniors the male participants scored higher on average than the
female participants. These differences by sex are statistically significant at the 0.05 level (see
Appendix C for details). This suggests that on average male TTU juniors and seniors score
higher than female TTU juniors and seniors on the CAAP Mathematics Test.
Average CAAP Scores by Major
80.0
75.0
70.0
65.0
60.0
55.0
50.0
45.0
40.0
65.3
63.8
59.5
58.8
Juniors
Seniors
Math Major
Other Major
For both the juniors and the seniors the Math majors scored higher on average than the other
majors. The Math majors group includes participants majoring in mathematics or other
mathematics intense majors (e.g., Physics or Engineering). These differences by major are
statistically significant at the 0.05 level (see Appendix C for details). This suggests that on
average TTU juniors and seniors with a Math major score higher than TTU juniors and seniors
with another major on the CAAP Mathematics Test.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Average CAAP Scores by GPA
80.0
75.0
70.0
65.0
60.0
55.0
50.0
45.0
40.0
59.0
56.7
59.2
59.8
58.6
59.0
60.3
63.4
59.6
60.9
Juniors
Seniors
below 2.00
2.01 - 2.50
2.51 - 3.00
3.01 - 3.50
3.51 and above
It appears that on average the juniors and seniors with higher GPA’s scored higher than the
juniors and seniors with lower GPA’s. These differences in scores by GPA are statistically
significant at the 0.05 level (see Appendix C for details). More specifically, the “3.51 and above”
group scored significantly higher than the “3.01 – 3.50” group and the “2.51 – 3.00” group for
the juniors, and the “3.51 and above” group scored significantly higher than the “2.51 – 3.00”
group for the seniors. The results suggest that on average TTU juniors and seniors with higher
GPA’s score higher on the CAAP Mathematics Test.
Average CAAP Scores by Effort
80.0
75.0
70.0
65.0
60.0
55.0
50.0
45.0
40.0
62.6 61.0
59.8 58.8
57.3 58.3
53.7 53.2
Juniors
Seniors
tried my best gave moderate
effort
gave little
effort
gave no effort
For both the juniors and seniors it appears that on average participants who reported more
effort on the assessment scored higher. These differences between the groups are statistically
significant at the 0.05 level (see Appendix C for details). More specifically, the “tried my best”
group scored significantly higher than the other three groups for the juniors and seniors, and
the “gave moderate effort” and “gave little effort” groups scored significantly higher than the
“gave no effort” group for the seniors. The results suggest that on average TTU juniors and
seniors who put forth more effort on the CAAP Mathematics Test score higher.
Considering the impact of participants’ effort on CAAP scores, this section of the report will
consider if participants’ self report of effort can help explain some of the other patterns found
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
in CAAP scores. The following table gives a summary of participants’ self report of effort by
other demographic variables considered in this report. For ease of comparison, the percent of
participants selecting “tried my best” and “gave moderate effort” are combined in one
percentage and the percent of participants selecting “gave little effort” or “gave no effort” are
combined in one percentage (see appendix F for more details).
Effort by Student
Classification
(combined groups)
Juniors
Seniors
Effort by Sex
(combined groups)
Female
Male
Effort by Major
(combined groups)
Math Major
Other Major
Effort by GPA
(combined groups)
below 2.00
2.01 - 2.50
2.51 - 3.00
3.01 - 3.50
3.51 and above
best or
moderate effort
92.1%
85.1%
Juniors
best or
little or no
moderate effort
effort
95.5%
4.5%
89.5%
10.5%
best or
little or no
moderate effort
effort
97.1%
2.9%
90.7%
9.3%
best or
little or no
moderate effort
effort
80.0%
20.0%
80.0%
20.0%
83.0%
17.0%
100.0%
0.0%
100.0%
0.0%
Little or no
effort
7.9%
14.9%
Seniors
best or
moderate effort
87.5%
82.9%
best or
moderate effort
87.9%
84.5%
best or
moderate effort
100.0%
90.9%
82.4%
87.5%
81.8%
little or
no effort
12.5%
17.1%
little or
no effort
12.1%
15.5%
little or
no effort
0.0%
9.1%
17.6%
12.5%
18.2%
The junior participants were more likely to report more effort than the senior participants. This
might help explain the higher average score for junior participants. However, the female juniors
and seniors were more likely to report more effort than the male juniors and seniors. Since
male participants performed better on average than female participants, this would suggest
that effort does not help explain the differences in CAAP scores by sex. The junior and senior
math majors were more likely to report more effort than the juniors and seniors with other
majors. This might help explain the higher average scores for math majors. The patterns in
reported effort by GPA seem to be consistent with the patterns in CAAP scores by GPA for the
juniors, but not for the seniors. This inconsistency might be due to the small sample sizes
included in some of the GPA groups.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Additional Questions Scores Overall
The following table and graph give a summary of the sample’s scores on the additional
questions (i.e., the five questions from the mathematics section of the Online Senior
Assessment (OSA)). The 19 participants who did not answer any of the additional questions are
excluded from this part of the analysis.
Summary of Additional Questions Scores
Seniors
Juniors
n
166
215
Mean
55.3%
55.3%
Standard Deviation
27.4%
27.2%
Minimum
0%
0%
Median
60%
60%
Maximum
100%
100%
Additional Questions Scores
28.3%
Percent of Sample
30.0%
24.2%
25.0%
23.3%
19.9%
20.0%
21.7%20.9%
16.3%
13.9%
15.0%
10.2%
10.0%
5.0%
6.0%
11.6%
Juniors
Seniors
3.7%
0.0%
0%
20%
40%
60%
80%
100%
Additional Questions Score
It appears that on average the juniors and seniors performed very similarly on the additional
questions. Both the juniors and seniors answered, on average, between two and three of the
five additional questions correctly, with a low score of zero questions answered correctly and a
high score of all 5 questions answered correctly. When considering the scores for the
additional questions it is important to note that these questions were answered at the end of
the testing period (i.e., after the participants had already taken the 40-minute-long
Mathematics Test. This might explain the fact that the overall average score of these questions
from this administration (55.3%) is lower than the average score from the last administration of
these questions with the OSA (62.3%).9
9
http://www.depts.ttu.edu/opa/assessment/OSA_2010_Mathematics.pdf, accessed 3/2/2011
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Additional Questions Scores by Sex, Major, GPA, and Effort
The following graphs show the average additional questions (AQ) scores by sex, major, GPA,
and participants’ self report of how much effort they gave in taking the assessment (See
Appendix D for sample sizes).
Average AQ Scores by Sex
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
60.0%
49.5%
63.8%
45.4%
Juniors
Seniors
Female
Male
For both the juniors and the seniors the male participants scored higher on average than the
female participants. These differences are statistically significant at the 0.05 level (see
Appendix D for details). This suggests that on average male TTU juniors and seniors score
higher than female TTU juniors and seniors on these additional questions from the
mathematics section of the OSA. This is the same pattern that was found with the CAAP scores.
Average AQ Scores by Major
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
72.0% 70.6%
50.8% 52.2%
Juniors
Seniors
Math Major
Other Major
For both the juniors and the seniors the Math majors scored higher on average than the other
majors. These differences by major are statistically significant at the 0.05 level (see Appendix D
for details). This suggests that on average TTU juniors and seniors with a Math major score
higher than TTU juniors and seniors with another major on these additional questions from the
mathematics section of the OSA. This is the same pattern that was found with the CAAP scores.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Average AQ Scores by GPA
80.0%
53.3%
60.0%
40.0%
63.3%
61.7%
60.0%
51.4% 52.6%
68.6%
54.0% 52.3%
37.8%
Juniors
Seniors
20.0%
0.0%
below 2.00
2.01 - 2.50
2.51 - 3.00
3.01 - 3.50
3.51 and above
It appears that on average the seniors with higher GPA’s scored higher than the seniors with
lower GPA’s. These differences by GPA group for the seniors are statistically significant at the
0.05 level (see Appendix D for details). More specifically, the “3.51 and above” group scored
significantly higher than the “3.01 – 3.50” group, the “2.51 – 3.00” group, and the “below 2.00”
group for the seniors. The results suggest that on average TTU seniors with higher GPA’s score
higher on the additional questions from the mathematics section of the OSA. This is the same
pattern that was found for the seniors with the CAAP scores. It appears that on average the
juniors from the highest GPA group and the lowest GPA group scored higher than the juniors
from the middle GPA groups. This abnormal pattern is likely due in part to the small sample
size of juniors in the lowest GPA group (n = 5). These differences by GPA group for the juniors
are not statistically significant at the 0.05 level (see Appendix D for details).
Average AQ Scores by Effort
80.0%
60.0%
54.9%
60.5%
59.7%
53.8%
40.0%
45.2%
44.0%
27.5%
20.0%
Juniors
6.7%
Seniors
0.0%
tried my best gave moderate
effort
gave little
effort
gave no effort
The question about effort applied directly to the CAAP Mathematics Test and not the additional
questions, but it appears that the responses reflect effort in answering the additional questions
as well, especially for the junior participants. It appears that on average the participants who
reported more effort on the CAAP scored higher on the additional questions. These differences
between the groups are statistically significant at the 0.05 level for the juniors and statistically
significant at the 0.10 level for the seniors (see Appendix D for details). More specifically, the
“tried my best” and “gave moderate effort” groups scored significantly higher than the “gave
little effort” and “gave no effort” groups for the juniors. The results suggests that on average
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
TTU juniors and seniors who put forth more effort on the CAAP Mathematics Test also score
higher on the additional questions from the OSA. This is the same pattern that was found for
the CAAP scores.
CAAP and Additional Questions Scores by Core Mathematics Course
Also included with the five additional questions from the mathematics section of the OSA were
two additional questions asking participant if they had completed their mathematics core
courses and if they completed all of their mathematics core courses at TTU. These questions
allow us to see if having taken mathematics core courses and if having taken these core courses
at TTU seems to make a difference in participants’ CAAP scores and Additional Questions
scores. The following graphs show these comparisons.
Have you completed your
mathematics core courses?
Have you completed your
mathematics core courses?
80%
70.0
60.0
61.0 59.7
59.5 59.1
Juniors
Seniors
50.0
Average AQ Score
Average CAAP Score
80.0
40.0
56%
48%
40%
Juniors
20%
Seniors
No
Yes
Did you complete all of your
mathematics core courses at TTU?
Average CAAP Score
55% 56%
0%
Yes
80%
70
60%
60.6 59.5
60.8 59.8
50
40
No
Did you complete all of your
mathematics core courses at TTU?
80
60
60%
54% 54%
57% 57%
Juniors
40%
Juniors
Seniors
20%
Seniors
0%
Yes
No
Yes
No
It appears that having completed mathematics core courses does not have a large impact on
CAAP or AQ scores. This is true for both the junior and senior participants (see Appendix E for
details). It also appears that having completed mathematics core courses at TTU does not have
a large impact on participants’ CAAP or AQ scores. This is also true for both the junior and
senior participants (see Appendix E for details). The lack of significant findings in CAAP and AQ
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
scores by mathematics core completion may be partially due to the small number of juniors
(n=28) and seniors (n=20) reporting that they have not completed their mathematics core
courses. There may also be problems with the participants’ self report of their core
requirement completion. For example, the sample of students reporting that they have not
completed their mathematics core courses includes 8 students with math intense majors. It is
not likely that students with math intense majors have not completed their mathematics core
courses by their junior or senior year. Another possibility is that the not completed group
represents mostly students who have completed one of the two required math courses, and
that having the extra math course does not create a large difference in CAAP or additional
questions scores.
Relationship between CAAP Scores and Additional Questions Scores
The following table shows how participants’ CAAP scores correlate with their overall additional
questions (AQ) scores and with each separate additional question.
Correlations
with CAAP
Scores
Correlation
p - value
n
AQ
Score
0.5479
< 0.0001
381
AQ1
0.3387
< 0.0001
381
AQ2
0.3209
< 0.0001
381
AQ3
0.3270
< 0.0001
381
AQ4
0.2945
< 0.0001
381
AQ5
0.2755
< 0.0001
381
The correlation between participants’ CAAP scores and participants’ additional questions scores
(0.5479) is statistically significant at the 0.05 level. This means that there is a relationship
between participants’ CAAP scores and participants’ additional questions scores. This
relationship may suggest that the CAAP and the additional questions are measuring similar
domains of knowledge or it might suggest that participants’ performance is in some other way
related (e.g., participants who do well on tests do well on both the CAAP and the additional
questions). Looking at each additional question separately, it appears that correct responses
for all of the additional questions were significantly correlated with CAAP scores at the 0.05
level, but that these correlations are not as strong as the correlation with the additional
questions score overall.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
The following graph shows how participants’ additional questions scores relate to their CAAP
scores.
CAAP Scores by AQ Scores
75
70
CAAP Score
65
60
55
50
45
40
0%
20%
40%
60%
80%
100%
120%
Additional Questions Score
It appears that on average, participants CAAP scores increase as participants’ AQ scores
increase. The red trend line shows this relationship. The following table shows a summary of
the linear regression model that this trend line represents.
Regression Model of CAAP Scores
by Additional Questions Scores
n
F value
p value
R2
381
162.59
< 0.0001
0.3002
Variable Coefficient Stand Error p value
Intercept
55.4
0.41
< 0.0001
AQ Score
8.5
0.67
< 0.0001
The table confirms that participants’ additional questions scores are significantly related to
participants’ CAAP scores. The R2 value of 0.3002 reported in the table means that
approximately 30% of the variance in CAAP scores can be explained by the variance in
additional questions scores. This again suggests that participants’ additional questions scores
and CAAP scores are related.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Conclusion
Overall it appears that TTU juniors and seniors score higher on average than juniors and seniors
nationally on the Mathematics Test from the CAAP. At TTU, it appears that the juniors score
higher on average than the seniors. This pattern is consistent with the national samples of
juniors and seniors. The results also suggest that at TTU male juniors and seniors score higher
on average than female juniors and seniors. TTU juniors and seniors with a Math major score
higher on average than juniors and seniors with another major. Juniors and seniors with higher
GPA’s score higher on average than TTU juniors and seniors with lower GPA’s. TTU juniors and
seniors who report that they put forth more effort on the assessment score higher. Patterns in
participants’ self report of effort may help to explain the patterns in CAAP scores by student
classification and major.
The results of the additional questions from the mathematics section of the OSA, suggest that
male juniors and seniors score higher than female juniors and seniors. Juniors and seniors with
a Math major score higher than juniors and seniors with another major. Seniors with higher
GPA’s score higher on average than seniors with lower GPA’s. There was not a statistically
significant pattern in juniors’ scores by GPA, potentially due to the small number of participants
in the lowest GPA group. Although not directly related to the additional questions, juniors and
seniors who report that they put forth more effort on the CAAP also score higher on the
additional questions. These patterns are consistent with the patterns found in CAAP scores.
Participants’ self report of whether they have completed their mathematics core courses and
whether they have completed their mathematics core courses at TTU did not have a significant
impact on CAAP scores or additional questions scores. The lack of significant comparisons by
mathematics core completion may be due to the small sample sizes of juniors and seniors
reporting that they have not completed their mathematics core courses, or it might be due to
mistakes in students’ self report of completion. It also might be that the not completed group
represents mostly students who have completed one of the two required math courses and
that having the extra math course does not improve students’ scores on the CAAP or the
additional questions.
The correlation between additional questions scores and CAAP scores suggests that there is a
significant relationship between the two. This relationship may suggest that the CAAP and the
additional questions are measuring similar domains of knowledge or that they are in some
other way related (e.g., students who do well on tests do well on both the CAAP and the
additional questions). The regression model using additional questions scores as the predictor
for CAAP scores confirms this relationship.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Appendix
Appendix A: Information about the CAAP Mathematics Test 10
10
Screenshots from http://www.act.org/caap/test_math.html (accessed on 3/2/2011)
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Appendix B: Copy of the Additional Questions
Student ID: R______________________________
INSTRUCTIONS: Please turn to page 3 in your answer document and find block P, Additional
Questions. Each question below corresponds to a column in block P. Read the question and
then mark only one circle in each column that best describes your response. For example, if for
question A you think answer option 7 is correct, you would bubble in the 7 in column A, etc.
QUESTIONS
Column A
The core curriculum at Texas Tech requires you to have courses in mathematics. For example
you could take a course in logic, college level algebra, finite math, statistics, calculus, etc.
Have you completed your core curriculum requirement in Mathematics? (For example, this
might include such classes at TTU as MATH 1300, MATH 1320, MATH 1330, or PHIL 2310)
0. Yes
1. No
2. I don’t know
Column B
Did you complete all of your courses for your core curriculum requirement in Mathematics at
Texas Tech? (Answering “No” would mean that you took a dual credit class, an advanced
placement class, a CLEP exam, or transferred credits from another institution for your
Mathematics core curriculum requirement)
0. Yes
1. No
2. I don’t know
Column C
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
According to the Cable News Network, the number of participants in roller-blade (in-line
skating) competitions was 84% larger in 2003 as compared to 1995. The number of rollerblade competition participants from 1995 to 2003…
0. decreased by about 16%.
1. increased by about 16%.
2. almost doubled.
3. almost tripled.
Column D
Which of the following numbers is largest?
0. 7/12
1. 0.581
2. 0.583
3. 29/50
Column E
The population of a western county is 100,000. The local development planners predict that
the population will increase by 7% each year for each of the next 10 years. On the other
hand, the county electoral board predicts that the population will increase by a constant
factor of 7,500 each year for each of the next 10 years. Whose prediction method predicts a
larger population for the county at the end of the 10-year cycle?
0. The local development planners’ method.
1. The county electoral board’s method.
2. Both methods predict the same final population at the end of the 10-year cycle.
3. There is not enough information provided to answer the question.
Column F
Alice is looking to rent an art studio. A realtor has shown her two potential locations. Each
location is suitable in terms of lighting, available space and access to local amenities.
However, the rental contracts are substantially different. The contract for the first studio,
Studio A, stipulates a non-refundable deposit of $1500 with a monthly rent of $450. The
contract for the second studio, Studio B, stipulates a non-refundable deposit of only $750 but
a monthly rent of $525. If Alice anticipates renting a studio for one year and wants the studio
whose total cost for one year is less expensive, which studio contract should she accept?
0. The contract from studio A, because the total contract is less expensive.
1. The contract from studio B, because the total contract is less expensive.
2. Either contract, since the total contract is the same for either studio.
3. There is not enough information provided to answer the question.
Column G
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
A group of students are thinking of producing a college magazine. They produce a prototype
of the magazine and conduct a small survey to compare male and female opinions of it. The
following question is asked of a random sample of students: “Would you pay a dollar for this
magazine?” Forty females and thirty males replied. The results of the survey are shown in
the following graph:
Select the answer that most accurately describes the results shown in the graph above.
0. Females are less likely than males to buy the magazine.
1. Males are less likely than females to buy the magazine.
2. Males are more likely to buy the magazine.
3. Females and males are equally likely to buy the magazine.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Appendix C: Analysis of CAAP Scores
CAAP Scores by Student
Classification
Juniors
Seniors
n
175
225
Mean
60.7
59.6
St. Dev.
4.4
4.0
t value
2.52
p value
0.0122
Basic Algebra Scores by
Student Classification
Juniors
Seniors
n
175
225
Mean
16.9
16.5
St. Dev.
2.4
2.3
t value
1.69
p value
0.0914
College Algebra Scores
by Student Classification
Juniors
Seniors
n
175
225
Mean
16.9
15.9
St. Dev.
3.2
3.0
t value
3.04
p value
0.0025
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
CAAP Scores: TTU vs.
National Sample (Juniors)
TTU
National Sample
n
175
12,744
Mean
60.7
58.0
St. Dev.
4.4
4.3
t value
8.25
p value
< 0.0001
CAAP Scores: TTU vs.
National Sample (Seniors)
TTU
National Sample
n
225
9,402
Mean
59.6
56.8
St. Dev.
4.0
4.1
t value
10.13
p value
< 0.0001
Basic Algebra Scores: TTU vs.
National Sample (Juniors)
TTU
National Sample
n
175
12,744
Mean
16.9
15.3
St. Dev.
2.4
2.6
t value
8.0935
p value
< 0.0001
Basic Algebra Scores: TTU vs.
National Sample (Seniors)
TTU
National Sample
n
225
9,402
Mean
16.5
14.6
St. Dev.
2.3
2.6
t value
10.86
p value
< 0.0001
College Algebra Scores: TTU
vs. National Sample (Juniors)
TTU
National Sample
n
175
12,744
Mean
16.9
15.1
St. Dev.
3.2
2.8
t value
8.43
p value
< 0.0001
College Algebra Scores: TTU
vs. National Sample (Seniors)
TTU
National Sample
n
225
9,402
Mean
15.9
14.3
St. Dev.
3.0
2.5
t value
9.44
p value
< 0.0001
CAAP Scores by Sex
n
Mean
St. Dev.
t value
p value
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
(Juniors)
Female
Male
77
98
59.8
61.3
3.8
4.8
2.26
0.0249
CAAP Scores by Sex
(Seniors)
Female
Male
n
105
120
Mean
58.3
60.8
St. Dev.
3.9
3.7
t value
4.90
p value
< 0.0001
CAAP Scores by Major
(Juniors)
Math Major
Other Major
n
36
139
Mean
65.3
59.5
St. Dev.
3.6
3.8
t value
8.26
p value
< 0.0001
CAAP Scores by Major
(Seniors)
Math Major
Other Major
n
37
188
Mean
63.8
58.8
St. Dev.
3.0
3.6
t value
8.04
p value
< 0.0001
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
CAAP Scores by GPA
(Juniors)
A) below 2.00
B) 2.01 - 2.50
C) 2.51 - 3.00
D) 3.01 - 3.50
E) 3.51 and above
n
8
6
60
48
45
Mean
58.9
58.8
59.2
60.6
63.2
St. Dev.
3.1
5.5
4.2
3.1
4.9
F value
6.82
p value
< 0.0001
CAAP Scores by GPA
(Seniors)
A) below 2.00
B) 2.01 - 2.50
C) 2.51 - 3.00
D) 3.01 - 3.50
E) 3.51 and above
n
9
12
92
72
39
Mean
59.6
60.6
58.6
59.6
61.5
St. Dev.
3.8
4.3
3.6
4.0
4.2
F value
4.16
p value
0.0029
CAAP Scores by Effort
(Juniors)
A) tried my best
B) gave moderate effort
C) gave little effort
D) gave no effort
n
70
70
9
3
Mean
62.6
59.8
57.3
53.7
St. Dev.
4.4
3.5
7.0
3.2
F value
10.5
p value
< 0.0001
CAAP Scores by Effort
(Seniors)
A) tried my best
B) gave moderate effort
C) gave little effort
D) gave no effort
n
78
93
25
5
Mean
61.0
58.8
58.3
53.2
St. Dev.
3.4
3.8
4.7
2.3
F value
11.04
p value
< 0.0001
significant
comparisons
E>D
E>C
significant
comparisons
E>C
significant
comparisons
A>B
A>C
A>D
significant
comparisons
A>B
A>C
A>D
B>D
C>D
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Appendix D: Analysis of Additional Questions
Additional Questions Scores by
Student Classification
Juniors
Seniors
n
166
215
Mean
55.3%
55.3%
St. Dev.
27.4%
27.2%
t value
0.02
p value
0.9872
Additional Questions Scores by
Sex (Juniors)
Female
Male
n
74
92
Mean
49.5%
60.0%
St. Dev.
25.3%
28.3%
t value
2.5
p value
0.0133
Additional Questions Scores by
Sex (Seniors)
Female
Male
n
100
115
Mean
45.4%
63.8%
St. Dev.
24.8%
26.5%
t value
5.3
p value
< 0.0001
Additional Questions Scores by
Major (Juniors)
Math Major
Other Major
n
35
131
Mean
72.0%
50.8%
St. Dev.
27.1%
27.1%
t value
4.26
p value
< 0.0001
Additional Questions Scores by
Major (Seniors)
Math Major
Other Major
n
36
179
Mean
70.6%
52.2%
St. Dev.
27.3%
26.3%
t value
3.81
p value
0.0002
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Additional Questions Scores by
GPA (Juniors)
A) below 2.00
B) 2.01 - 2.50
C) 2.51 - 3.00
D) 3.01 - 3.50
E) 3.51 and above
n
5
6
58
47
43
Mean
60.0%
53.3%
51.4%
54.0%
63.3%
St. Dev.
14.1%
32.7%
27.8%
26.0%
27.6%
F value
1.29
p value
0.2768
Additional Questions Scores by
GPA (Seniors)
A) below 2.00
B) 2.01 - 2.50
C) 2.51 - 3.00
D) 3.01 - 3.50
E) 3.51 and above
n
9
12
86
70
37
Mean
37.8%
61.7%
52.6%
52.3%
68.6%
St. Dev.
29.1%
27.6%
25.9%
26.0%
28.1%
F value
3.95
p value
0.0041
Additional Questions Scores by
Effort (Juniors)
A) tried my best
B) gave moderate effort
C) gave little effort
D) gave no effort
n
69
69
8
3
Mean
54.9%
59.7%
27.5%
6.7%
St. Dev.
28.0%
24.1%
30.1%
11.5%
F value
6.95
p value
0.0002
Additional Questions Scores by
Effort (Seniors)
A) tried my best
B) gave moderate effort
C) gave little effort
D) gave no effort
n
78
90
23
5
Mean
60.5%
53.8%
45.2%
44.0%
St. Dev.
28.6%
26.6%
27.1%
32.9%
F value
2.32
p value
0.0772
significant
comparisons
significant
comparisons
E>D
E>C
E>A
significant
comparisons
A>C
A>D
B>C
B>D
significant
comparisons
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Appendix E: Analysis of CAAP and Additional Questions Scores by Core
Curriculum Questions
Have you completed your
Mathematics Core – Juniors (CAAP)
Yes
No
n
136
28
Mean
61.0
59.5
St. Dev.
4.6
3.5
t value
1.62
p value
0.1069
Have you completed your
Mathematics Core – Seniors (CAAP)
Yes
No
n
193
20
Mean
59.7
59.1
St. Dev.
4.0
4.0
t value
0.65
p value
0.5184
Did you complete your Core Courses
at TTU – Juniors (CAAP)
Yes
No
n
79
83
Mean
60.6
60.8
St. Dev.
4.2
4.7
t value
0.20
p value
0.8454
Did you complete your Core Courses
at TTU – Seniors (CAAP)
Yes
No
n
107
103
Mean
59.5
59.8
St. Dev.
4.1
3.9
t value
0.61
p value
0.5428
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Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Have you completed your
Mathematics Core – Juniors (AQ)
Yes
No
n
136
28
Mean
54.9%
55.7%
St. Dev.
27.8%
25.7%
t value
0.15
p value
0.8799
Have you completed your
Mathematics Core – Seniors (AQ)
Yes
No
n
193
20
Mean
55.6%
48.0%
St. Dev.
27.5%
21.9%
t value
1.25
p value
0.2117
Did you complete your Core Courses
at TTU – Juniors (AQ)
Yes
No
n
79
83
Mean
53.7%
56.9%
St. Dev.
25.7%
29.4%
t value
0.74
p value
0.4633
Did you complete your Core Courses
at TTU – Seniors (AQ)
Yes
No
n
107
103
Mean
54.0%
57.1%
St. Dev.
27.6%
26.9%
t value
0.81
p value
0.4162
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
Page 35 of 36
Collegiate Assessment of Academic Proficiency: Mathematics Test
Spring 2011
Appendix F: Effort by Student Classification, Sex, College, Major, and GPA
Effort by Student
Classification
Juniors
Seniors
Effort by Sex
Female
Male
Effort by College
Agriculture
Architecture
Arts and Sciences
Business Admin.
Education
Engineering
Human Sciences
Mass Comm.
University College
Visual/Perform. Arts
Effort by Major
Math Major
Other Major
Effort by GPA
below 2.00
2.01 - 2.50
2.51 - 3.00
3.01 - 3.50
3.51 and above
tried my
best
42.4%
48.8%
tried my
best
23.1%
40.0%
47.8%
38.1%
71.4%
67.6%
15.4%
33.3%
100.0%
33.3%
tried my
best
67.6%
39.8%
tried my
best
40.0%
60.0%
28.3%
46.5%
70.0%
tried my
best
46.1%
38.8%
Juniors
moderate
effort
53.0%
40.7%
moderate
effort
69.2%
60.0%
41.3%
61.9%
28.6%
29.4%
69.2%
33.3%
0.0%
66.7%
moderate
effort
29.4%
50.8%
moderate
effort
40.0%
20.0%
54.7%
53.5%
30.0%
moderate
effort
46.1%
46.3%
little
effort
3.0%
8.1%
little
effort
7.7%
0.0%
8.7%
0.0%
0.0%
2.9%
7.7%
22.2%
0.0%
0.0%
little
effort
2.9%
6.8%
little
effort
20.0%
20.0%
11.3%
0.0%
0.0%
no
effort
1.5%
2.3%
no
effort
0.0%
0.0%
2.2%
0.0%
0.0%
0.0%
7.7%
11.1%
0.0%
0.0%
no
effort
0.0%
2.5%
no
effort
0.0%
0.0%
5.7%
0.0%
0.0%
little
effort
5.9%
12.4%
tried
my best
37.5%
40.0%
tried
my best
21.4%
50.0%
42.1%
44.7%
66.7%
40.6%
23.5%
15.4%
33.3%
40.0%
tried
my best
39.4%
38.7%
tried
my best
42.9%
36.4%
37.6%
34.4%
66.7%
no
effort
2.0%
2.5%
Seniors
moderate little
effort
effort
50.0%
10.4%
42.9%
14.3%
moderate little
effort
effort
50.0%
21.4%
37.5%
12.5%
43.9%
10.5%
42.1%
10.5%
33.3%
0.0%
46.9%
12.5%
47.1%
23.5%
84.6%
0.0%
33.3%
33.3%
40.0%
20.0%
moderate little
effort
effort
48.5%
12.1%
45.8%
12.5%
moderate little
effort
effort
57.1%
0.0%
54.5%
9.1%
44.7%
15.3%
53.1%
9.4%
33.3%
0.0%
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, March 2011
Page 36 of 36
no
effort
2.1%
2.9%
no
effort
7.1%
0.0%
3.5%
2.6%
0.0%
0.0%
5.9%
0.0%
0.0%
0.0%
no
effort
0.0%
3.0%
no
effort
0.0%
0.0%
2.4%
3.1%
0.0%