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TFI Delhi : 2017-18 Student Impact Report

TFI Delhi Student Impact Report : 2017-18 [EXT]

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ENGLISH<br />

RC levels à<br />

ENGLISH Quartiles<br />

Grade<br />

6<br />

Grade<br />

7<br />

Grade<br />

8<br />

Grade<br />

9<br />

0-32 1.1 2.0 2.3 2.9<br />

33-49 1.5 1.9 2.4 3.3<br />

50-74 2.3 2.8 3.3 4.4<br />

75-100 3.2 4.0 4.5 5.3<br />

SCIENCE<br />

RC levels à SCIENCE<br />

Quartiles<br />

Grade<br />

6<br />

Grade<br />

7<br />

Grade<br />

8<br />

Grade<br />

9<br />

0-32 1.3 2.0 2.6 3.4<br />

33-49 2.0 2.8 2.9 4.1<br />

50-74 2.9 3.3 3.7 4.7<br />

75-100 3.7 4.2 4.7 5.1<br />

SST<br />

RC levels à SST<br />

Quartiles<br />

Grade<br />

6<br />

Grade<br />

7<br />

Grade<br />

8<br />

Grade<br />

9<br />

0-32 1.3 2.0 2.6 3.3<br />

33-49 2.2 2.4 3.2 3.8<br />

50-74 2.9 3.3 4.0 4.6<br />

75-100 4.0 4.4 4.9 5.3<br />

MATH<br />

RC levels à MATH<br />

Quartiles<br />

Grade<br />

6<br />

Grade<br />

7<br />

Grade<br />

8<br />

Grade<br />

9<br />

0-32 1.5 2.1 2.8 3.6<br />

33-49 1.8 2.5 3.3 4.4<br />

50-74 2.3 3.1 3.9 4.7<br />

75-100 3.1 3.9 4.6 5.1<br />

RC-SA Insights across Subjects:<br />

• For each subject, we see<br />

that as we move up the<br />

quartiles, students appear<br />

to be reading at a higher<br />

level.<br />

RC-SA Insights across Grades:<br />

• Top quartile students for all<br />

4 subjects in Grade 9 have<br />

RC levels of 5.1 and above.<br />

However, as discussed, a<br />

strong RC by itself will not<br />

guarantee success in a<br />

subject.<br />

BIG QUESTION:<br />

• How can we balance<br />

literacy and skill<br />

development for our<br />

fellows so that we do well in<br />

higher grades?<br />

• How do we ensure by Grade<br />

5 that students are reading<br />

at grade level so that<br />

secondary Fellows can<br />

concentrate more on rigor,<br />

content, etc.?<br />

(How will it help if we track<br />

SA papers in detail -- % of<br />

factual questions, % of<br />

application/HOTS<br />

questions), analyze the<br />

reality, and then design the<br />

training?<br />

73

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