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