November 4, 2005

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Presenting Data Effectively
Celebrating and Sustaining Science, Mathematics,
and Technology Learning Communities A
Generation of Support

• November 4, 2005
• Renaissance Mayflower Hotel
• Washington DC
• Jason J. Kim
• Linda M. Crasco

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In the beginning plan what you want to show at
the end

• Identify project goals, objectives, and defined
  outcomes in the proposal (ex. Participation and
  achievement in gate-keeping courses)
• Establish Evaluation Framework linking
  objectives, outcomes, indicator data, data
  sources, collection methods, responsible people,
  etc.
• Decide what type and format of data will be
  collected (ex. 8 gate-keeping course enroll/comp
  data by Gender, R/E, Grade, Annually including
  baseline, 822556 six-dimension, 4,800 data
  points)
• Decide what type of supporting data to collect
  (target population demographics and socioeconomic
  data, teachers, schools etc.)
• Search external data sources for comparison (ex.
  State averages on state assessment tests, college
  entrance exam national data)

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Data Collection, Validation, and Organization

• Decide data collection methods for district data,
  and comparison data
• Define indicator data terminology (ex.
  completion, passing)
• Develop data collection instrument and logistics
  (ex. download from the main frame computer, Excel
  template, web-based, including data collection
  timeline)
• Data verification and validation
• Organize the reference data
• Outline the sequence of key indicator data
  presentation (TOC)

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A Sample Table of Contents
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Present Project Impact Data with Context

• Visualize Target Population- Students, Teachers,
  and District using map, impact, and background
  data

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Present Project Impact Data with Context

• Visualize Target Population- Students, Teachers,
  and District using map, impact, and background
  data

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Compile Data and Define Details

• Compile and tabulate indicator data based on TOC
• Decide which data points to highlight in the
  graph, and the format of the detailed data in the
  table
• Decide graphic format (line, bar, pie), title,
  notes, legends, color scheme, etc.
• Finalize graph and table write headings and
  footnotes
• Present both positive data (celebrations) as well
  as disappointing data (remaining challenges)
• Proof-read, Proof-read, and Proof-read- recruit
  an outside reader
• Present with relevant images and photos, if
  available

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The Final Graphs and Tables

• The final graph tells the story by itself in less
  than 3 seconds (simple, easy, and attractive)
• The final graph contains all of the relevant
  numbers (reader has no need for calculator)
• The final graph is self-contained, ready to
  present to others by itself (including full
  context)
• The final graph should be easily readable without
  a magnifier (ex. no more than 7 bars/lines, less
  than 24 data points, consider scale to spread)
• The final graph does not necessarily use the
  Excel standard color-scheme. Utilize chart
  options (ex. labeling, direct legend, etc.)
• The final graph always shows both numbers and
  percentages
• The accompanying table shows all the details (ex.
  disaggregation, increase, comparison to defined
  goals or state trends)

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Example A
Problems for Reader

• Difficult to read
• What are the mathematics and science courses?
• How many G9-12 students are there- what is
  enrollment percentage?

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Alternative for A
() Percent G8-12 student enrolled
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Example B
Problems for Reader

• Difficult to read- what are completion trends of
  African American and White students?
• How many students enrolled/passed courses?
• What is definition of successfully completed-
  Number of all G9-12 students successfully
  completing course, or number of students enrolled
  in course successfully completing? Grade C or D?

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Alternative I for B
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Alternative II for B
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Alternative III for B
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Combining A and B
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Other examples
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