Running Head: PARENT SURVEY ANALYSIS

Parent Survey Analysis 1

Running head: PARENT SURVEY ANALYSIS

An Analysis of Parent Survey Data At St. Joseph School Team Sunshine: Christopher Beem Sieun Lee Kelly Mendoza Amy Neymeyr California State University – Monterey Bay

IST622 Assessment and Evaluation

Professor Su

April 5, 2011 Parent Survey Analysis 2

Introduction and Background

St. Joseph School/Dominican Kindergarten is a private K-12 school that is dedicated to providing strong Catholic religious formation and a quality academic education. The school has undergone evaluation by the Western Association of Schools and Colleges (WASC) and by the

Western Catholic Educational Association (WCEA)—which works in partnership with WASC— and is currently undergoing an accreditation review. WASC/WCEA joint accreditation certifies to the public that the school is a trustworthy institution and has a strong educational and instructional program that supports the religious values of WCEA, for the benefit of all children who attend.

The full accreditation process has three stages: self-study, a committee visit, and a follow-up. Accreditation is based on a six-year accreditation cycle. A school that has acquired full accreditation status through this process is required to conduct a full self-study and committee visit every six years after initial accreditation. The entire staff and representatives from the student body and wider community are involved in the preparation of the self-study, which takes place over a period of several months. During this phase, all staff members assess the school’s strengths and areas needing improvement with respect to the accreditation criteria

(Western Association of Schools and Colleges, 2010).

St. Joseph School is nearing the end of the six-year accreditation period, and is currently conducting a full self-study review in preparation for a visit by the accreditation committee. As an essential part of the self-study, the school conducted an online parent survey. The purpose of the survey is to engage the school community in a self-examination process and gather data from Parent Survey Analysis 3

parents who, as primary stakeholders, will provide input that helps the school define its strengths, and weaknesses.

A web-based electronic survey tool, Zoomerang, was used for the survey. A link to the parent survey was posted on the school website and the survey opened on November 11, 2010 and is ongoing through April 1, 2011. Prior to the opening of the survey, the principal sent a letter to all 202 families inviting them to participate in the survey.

What is being measured?

The purpose of the parent survey was to gather and analyze evidence that, from a community perspective, illustrates how well school programs and service contribute to student performance in relation to school-wide learner outcomes (WASC Focus on Learning, 2010). The instrument measures how the parent community perceives the current instructional and spiritual climate offered by the school.

The school chose a self-administered online questionnaire that sampled the whole population of 202 families for the data gathering instrument. The survey was created using the template provided by WASC/WCEA. Surveys were to be completed by the parent or guardian of the students currently enrolled. A total of 109 responses were gathered as of March 24, 2011 in time to be included in the data analysis project. The overall return rate for parent survey was approximately 54%.

The questionnaire included 19 closed questions and 17 open-ended questions (Table 1).

In terms of contents, it was divided into 6 major categories addressing 13 issues (Table 2). Parent Survey Analysis 4

Format Closed Questions 19 Multiple Choice Single Answer 13 Multiple Choice Rating 3 Multiple Choice Ranking 1 Open-ended Questions 17 Total 36 (Table 1: Questions by Format)

Category Issues A. General Questions Enrollment status/history 3 Reasons for selecting the school 2 Overall preparation of graduates 1 General evaluation 4 B. Organization for Student Teachers and Staff 2 Learning School Environment 4 Reporting student progress 1 C. Curriculum and What and how students learn 3 Instruction Academic and homework demands 4

D. Support for Student Communication/Parent involvement 4 Personal and Academic Growth

E. Resource Management Plant/Facilities 3 and Development F. Catholic Faith/ Identity Catholic faith formation 2 Catholic identity 3 Total 36 (Table 2: Questions by Content)

What do the scores mean?

The purpose of the parent survey is to provide information about parent preferences and

satisfaction with St. Joseph School. For example, to determine parent preferences, the survey

asked parents to rank their reasons for sending their children to St. Joseph School on a scale from

1 to 6, where 6 is the most important reason and 1 is the least important (see Appendix A, Q5).

The survey results indicate that the most important reason parents send their children to St. Parent Survey Analysis 5

Joseph School is for “Catholic values”. Specifically, 42% of parents surveyed rated "Catholic values" as the most important and 26% ranked it the second most important reason for sending their children to the school. This was followed by “academic excellence”, which was ranked by

18% of the parents as the most important, and 27% as the second most important reason (see

Appendix B, Table 3).

This data was compared to parent responses to the question "How would you rate the education your children are receiving in the following subjects?"(see Appendix A, Q5) to gain an understanding of the parents’ perception of the school’s effectiveness in the areas that they consider the most important, “Catholic values” and “academic excellence”. While parents were asked to rate twelve subjects, only the core academic subjects, Religion, Math,

Reading/Literature, English/Language Arts, Science and Social Studies were included in the analysis. The descriptive 4- point rating scale for this question ranged from 1 (HE) = highly effective, 2 (E) = effective, 3 (SE) = somewhat effective and 4 (IE) = ineffective. Because

"Catholic values" were the highest priority for parents who participated in the survey, the subject

"Religion" was included in this analysis. The survey results reveal that 58% of the parents scored religion as Highly Effective and 30% rated it as Effective. Using this information, the relationship between the parents’ emphasis on "Catholic values" and their perception of effectiveness of religious instruction indicates that 88% of parents surveyed are satisfied in the curricular area most important to them (see Appendix B, Table 3).

This conclusion, however, may not reflect reality because the reliability and validity of the data is questionable. Because the parents are limited to six choices, their selections may be based on what they perceive as the “best” answer and this may be different than their “true” Parent Survey Analysis 6

answer. The idea of "Catholic values" is subjective and parent understanding of its meaning certainly varies since the term’s meaning is not clarified at any point in the survey. The association between "Catholic values" and the subject “Religion” is also questionable because parents’ understanding of "Catholic values" and what is taught in “Religion” vary. In fact, parents may not consider the two to be related in any way.

A descriptive statistical analysis of parents’ responses to the same question, "How would you rate the education your children are receiving in the following subjects?" was conducted to determine the relationship between parent’s emphasis on "academic excellence" and their perceptions of effectiveness of the core curriculum. The data used for the analysis included scores for the subjects Religion, Math, Reading/Literature, English/Language Arts, Science and

Social Studies. The combined mean percentage of parent ratings for these core academic subjects was 41.2% Highly Effective, 44.8% Effective, 12.8% Somewhat Effective and 1.2% Ineffective.

The combined effectiveness score of 86% indicates that most parents find the academic program at St. Joseph School to be effective. Conversely, 12.8% consider the academic instruction to be only Somewhat Effective and 1.2% consider it to be Ineffective (see Appendix B, Table 3).

The reliability and validity of the above data is compromised by the unbalanced scale and subjectivity of the question. Parents are offered three choices for different degrees of “Effective” and only one for “Ineffective”. The predominance of responses indicating some degree of effectiveness could be a reflection of the limited options for degrees of ineffectiveness provided to the parents. What constitutes effectiveness of academics is subject to interpretation and no criteria are provided to make a determination of meaning. The lack of common criteria limits the scores’ usefulness. Parent Survey Analysis 7

Following this selected response question, parents were asked to provide a constructed response to the related prompt, “If improvement is needed, please list your suggestions” (see

Appendix A, Q11). Although 86% of parents indicated in the selected response that the core curriculum was Highly Effective or Effective, 56% of parents had suggestions for improving the effectiveness of the education of the school. The suggestions provided by the parents ranged from “School needs access to sports field for P.E. not just a black top/parking lot” to “I suggest that teachers stop reading out of the book and teach and explain more”.

The number and variability of these constructed responses limit their usefulness in determining areas in need of improvement. While there are some common themes, most are relatively random in nature. These responses are not only difficult to analyze, but their sheer number also dilutes the overall high effectiveness rating in the preceding selected response question.

The entire survey suffers from similar reliability and validity issues, and interpreting the meaning of these data is challenging. Neither the school nor the accrediting organization has defined criteria for determining what an acceptable level of satisfaction is. While the reliability of the data is enhanced by adding descriptors of each numeric score on selected responses and the parents are more likely to be specific about their rankings because the meaning of each score is clearer, the survey answer choices are limited and do not provide a continuum to represent the full spectrum of possible perceptions. The addition of the constructed responses could provide additional insight into the responses and allow for qualitative analysis, but, because of the variability in responses, are difficult to analyze. Parent Survey Analysis 8

The results from this survey should not be regarded as an endorsement or evaluation of the actual efficacy of the school or its programs. The survey results, as a reflection of parent perceptions, is susceptible to all of the biases and confusion of human judgment calls. The survey does not measure how involved these parents are in the day-to-day school experience of their children, nor how parents formed their perceptions - through direct observation or via their child(ren).

The fact that the survey is anonymous means that some parents may be more willing to be critical of policies or situations that exist at the school. On the other hand, anonymous comments don’t allow the administration to follow up and get clarification. The benefits of the anonymous survey most likely outweigh the disadvantages, but it causes some frustration when engaging in analysis.

How are the data used in the work or school environment?

The survey results contribute to the body of evidence the school considers when determining its areas of relative strength and weakness for the purposes of accreditation. These evidences, which includes additional surveys for students and staff, standardized test scores, data resulting from the self-study process, and anecdotal data provided by teachers, staff and administration, are recorded and taken into consideration when the school creates its action plan to facilitate the improvement of learning for all students as part of the WASC/WCEA accreditation process. The survey results are crucial in this process because they are the primary method used to determine the perceptions of the school's stakeholders. All survey data is considered, but there is an emphasis placed on parent and student perceptions because they are Parent Survey Analysis 9

the school's clientele and a positive result from this survey indicates a general approval with the current policies of the school.

As part of the self-study process of the WASC/WCEA accreditation, the data provided by the survey is examined from four varying perspectives: grade level groups, school improvement teams, entire faculty and a leadership team. Each of the teams is made up of teachers, administration and faculty. The three grade level groups--kindergarten through second grade, third through fifth grade, and sixth through eighth grade--meet monthly to analyze the data.

School improvement teams also meet monthly to analyze the data through additional lenses, those of the WASC/WCEA accreditation criteria, which include Catholic Identity, School's

Purpose, Organization for Student Learning to Support High Achievement of All Students, Data

Analysis to Support High Achievement of All Students, Instructional Methodology to Support

High Achievement of all Students, Support for Student Spiritual, Personal and Academic Growth and Resource Management. During these meetings, the response data is disaggregated and examined by each group. Teacher leaders facilitate the analysis and discussion of the data so the teachers become cognizant of parent concerns and can then collectively brainstorm solutions designed to change these perceptions

Following the grade level and school improvement team analyses, the entire faculty meets and representatives from each group report on their findings and recommend a course of action. The entire faculty discusses the grade level and school improvement team recommendations and collectively develop alternate solutions. Throughout this self-study process, a leadership team made up of two administrators and two teachers meets weekly to discuss outcomes from the grade level, school improvement and faculty meetings. In this way, Parent Survey Analysis 10

multiple levels of groups, with different goals and objectives will have a chance to respond to the results and provide input into what is included in the school’s action plan presented as part of the documentation for the school's WASC/WCEA accreditation.

The data collected from this survey will provide the basis of all of the aforementioned analysis and could be the basis of changes that are implemented at the school. It is important to reiterate that these results are purely reflections of parent perceptions and may not accurately represent what is going on at the school. The various groups that analyze the data will keep that in mind when they look at the data. They will use this data to find ways to increase the parental perception of success of the various topics, as it could be that the school is effective in areas that parents don’t realize. The solution would then be to inform the parents, rather than change the school policy.

What are the consequences of their use?

The primary intended consequence is the improvement of student learning. The school will synthesize the survey findings, identify and prioritize areas of critical growth needs for each category and then incorporate this data, along with other evidence, into the subsequent action plan (WCEA/WASC Improving Student Learning, 2010). The action plan could include instruction and curriculum modification, plant improvement, and alternate means of communication with parents, students, and faculty.

Although the survey results are just one piece of evidence used in the WASC/WCEA accreditation process, any extreme result would likely have a significant effect on the level of accreditation. If response data revealed a negative perception of a specific area and this response corresponds with other data, like standardized testing or anecdotal evidence, it would become a Parent Survey Analysis 11

priority item in the school improvement action plan. If the overall response data indicated parent dissatisfaction in several areas, more aggressive adjustments would be necessary and could require a change in leadership or other key personnel or major plant improvement. However, this data will only have a large impact on policy if the results are in conjunction with other sources.

Conversely, if the results demonstrated a consistently high level of satisfaction in all areas, this information would be submitted and emphasized as evidence that the school is operating at highly effective level. This would be a validation of the current policies, at least as they reflect on the perception of efficacy in the community. There is no doubt that a positive result on this survey would only be a benefit to the school in the upcoming accreditation and help the school retain its accredited status.

What questions do we have about the quality of the data and appropriateness of their use?

1. Response rate

Czaja and Blair (2005) state that the two great advantages of a self-administered online questionnaire are the low cost and the speed of data collection, with the biggest disadvantage of the instrument being the likelihood of low response rate and the resulting potential response bias.

No fixed guideline seems to exist with regard to an ‘acceptable minimum response rate’ that would ensure samples are representative and the data is meaningful. While different experts have suggested what they considered a good or adequate response rate, in general, most opinions seem to converge at around 60% response rates as being acceptable, including Dillman (2000) who encourages surveyors to aim at 70% response rate.

St. Joseph School’s electronic parent survey registered a return rate of 54%– a figure that is by no means very poor, but an increased response rate would raise the confidence level that Parent Survey Analysis 12

survey data is representative of the school population. Multiple factors might have led to a low response rate, such as general survey overload among people in general, a low sense of urgency or salience among respondents, lack of time, or lack of follow-up on the part of the school

(Groves, Cialdini & Couper, 1992). The school could have incorporated measures to boost response rate, for instance, by providing a small inducement for those who respond to the survey, engaging in additional follow-up and reminders to parents, and emphasizing the importance and legitimacy of the survey itself (Evans & Mathur, 2005).

2. Use of Open-Ended Questions

Choosing between open-ended and closed questions creates the dilemma that improving the reliability of measures can undermine their validity, and vice versa (Buckingham &

Saunders, 2004). Validity tends to increase with open-ended questions where respondents are allowed to answer questions in their own words because this question type will give surveyors more insight into what they intend to measure. Reliability, however, tends to be enhanced when using closed questions, as they ensure that each item is measured the same way every time.

Therefore, it is important for a survey conductor to find a right balance between the two types of questions to ensure the quality of data.

St. Joseph School parent survey contains a significantly large amount of open-ended questions; 17 out of 36 questions (47% of all questions) are open-ended. While open-ended questions add richness and depth to the data and are less leading than closed ones, Czjar and

Blair (2004) generally recommend minimizing the use of open-ended questions because they present multiple challenges that include ambiguous answers, increased avoidance of responding to questions, and most importantly, difficulties in analyzing, coding, and making comparisons Parent Survey Analysis 13

among responses. The current parent questionnaire will likely leave the school with an overwhelming amount of constructed responses that will be difficult for the school to analyze reliably and then act upon.

Considering the fact that the main purpose of the parent survey lies in identifying and prioritizing areas of critical growth needs, it is advisable that in subsequent administrations, some open-ended questions are replaced by pre-coded questions where respondents are asked to choose applicable answers and to specify ‘other’ for situations where their opinion is not reflected in the list of answer choices. This method will provide the school with more easily analyzable data and will significantly enhance the school’s ability to read a ‘trend’ or ‘pattern’ in the responses. Converting them to pre-coded questions will not only save the school from spending valuable time on manually coding each response, it will also make the gathered data more meaningful and generalizable. This will, in turn, make it easier to prioritize school improvement needs.

3. Structural Issues of Questionnaire

If the basic instrument of data collection has mistakes, the time and energy that an organization puts into the later stages of collection and data analysis will be wasted (Buckingham

& Saunders, 2004). Therefore, it is important to minimize structural flaws in survey questions to ensure quality of data gathered through the instrument. St. Joseph School parent survey questionnaire contains several issues that need to be addressed.

The questionnaire has many redundant questions. For instance, items such as Q8 (What improvements would you like to see for the school?), Q35 (What would you like to see improved?) and Q36 (Do you have any general comments or suggestions about how the school Parent Survey Analysis 14

can improve student learning focused on high achievement of all students?) all ask about general improvement ideas. Not only have these overlapping questions generated much more data than the school ever need or use, they might have created bias in interpreting the data. Individual responses confirmed that a significant amount of respondents wrote similar answers more than once to these questions. A significant amount of overlapping answers by a limited number of respondents may falsely create an impression that the whole population is strongly inclined toward one direction or the other (see Appendix A).

Some questions in the survey are ambiguous or framed poorly. For example, Q2 (How many years have your children attended this school?) is flawed because it confuses parents who have more than one child enrolled in the school and doesn’t present a clear solution. Examination of the total of 107 responses to this question clearly reveals that respondents were interpreting the question in many different ways. Some gave the aggregate number of years their multiple children have attended the school in total, some indicated these numbers separately for each child, some included the number of years for children not attending the school any more, some indicated only the specific year when their children started attending the school, and some did not even bother to specify what their numbers stood for. If this question was intended to understand any meaningful difference in parents’ perception of the school by the length of experience with the school, it could have been better asked in closed format by providing a clear choice of numbers for each child, instead of asking it in an open-ended question format (see

Appendix A). Parent Survey Analysis 15

Question Q5 uses a non-intuitive scale to rate the importance of various aspects of the school. Parents are to rate the qualities that are the least important a “6” and rate the most important qualities a “1.” This structure could cause confusion.

Also, there are a number of double-barrel questions, such as Q30 (Do your children inform you of the school activities or problems?), Q26 (Do most of the parents and teachers in our school respect each other and have good working relationships?), and Q25 (Do most of the students and teachers in our school respect each other and have good working relationships?).

These questions each ask two separate questions with possibly mutually exclusive answers.

Students may very well inform their parents about school activities, but fail to mention problems to parents. There is also the issue in Q30 that a parent may not know what he or she hasn’t been informed of (see Appendix A).

All of the above issues create ambiguity, confusion and lead to unclear test results. These methodological problems also indicate that this survey was not rigorously tested and evaluated for its efficacy. It is also useful to note that this survey was not developed by this school or district but is a template that is provided by the WCEA (WCEA, 2010).

Conclusion

This survey is generally a clumsy and ineffective tool for determining the efficacy of St.

Joseph School’s operations. Many of the questions are open responses, allowing for very little statistical analysis. Other items are double-barreled, causing confusion or containing ineffective scales that lack parallelism with the questions. At times, it appears to be series of disconnected and sometimes contradictory anecdotes about the performance of the school. Because of its faults, it is not likely to be a catalyst for dramatic change. It does, however have limited value in Parent Survey Analysis 16

that it fulfills a requirement of its WASC/WCEA accreditation and could be beneficial to the faculty and staff at the school because it provides insight into parents’ perception of the areas of strength and weakness. Parent Survey Analysis 17

References

Buckingham, A. & Saunders, P. (2004). The Survey Methods Workbook. Cambridge: Polity

Press.

Czaja, R. & Blair, J. (2005). Designing Surveys: A Guide to Decisions and Procedures (2nd ed.).

Thousand Oaks, CA: Pine Forge Press.

Dillman, D. A. (2000). Mail and Internet Surveys: The Tailored Design Method. New York:

John Wiley.

Evans, J. R., & Mathur, A. (2005). The value of online surveys. Internet Research, 15(2), 195-

Groves, R. M., Cialdini, R. B., & Courier, M. P. (1992). Understanding the decision to

participate in a survey. Public Opinion Quarterly, 56, 475-95.

Western Association of Schools and Colleges. (2010). Initial visit procedures manual. Retrieved

from: http :// www . acswasc . org / pdf _ fol / FOL _ Initial _ visit _ procedures .pdf

Western Association of Schools and Colleges. (2010). Focus on learning: The accreditation

manual. Retrieved from:

http :// www . acswasc . org / pdf _ fol / CompleteWASCFOL _2010. pdf

Western Catholic Educational Association. (2010). Improving student learning: A self-study

process for Catholic elementary school. Retrieved from:

http://www.acswasc.org/pdf_catholic/WCEA-ISL-ElemetarySchools.pdf Parent Survey Analysis 18

Appendixes

Appendix A - St. Joseph School Parent Survey Questionnaire

1. Select a grade for each child enrolled in St. Joseph School: Pre-K K 1 2 3 4 5 6 7 8

How many years have your children attended this school? 2

Do you have children who have previously graduated from St. Joseph School? 3

If Yes, how well do you feel they were prepared for high school? 4

5 Please rank the reasons you send your children to St. Joseph School:

#1 is your most important reason for sending your child and #6 your least important reason. Each number may only be used once. You may add other reasons in the next question.

1 2 3 4 5 6 Academic Excellence Parent Survey Analysis 19

Catholic Faith Formation

Catholic Values

Discipline

Location

Safe Environment

Other reasons you send your children to St. Joseph School. 6

What do you like best about the school? 7

What improvements would you like to see for the school? 8

What makes this school a Catholic school? 9

Curriculum and Instruction:

10 How would you rate the education your children are receiving in the following subjects:

Use the following scale: HE=Highly Effective E=Effective SE=Somewhat Effective Parent Survey Analysis 20

IE=Ineffective

1 2 3 4 HE E SE IE Religion

Family Life

Mathematics

Reading/Literature

English/Language Arts

Science

Social Studies

Technology

Physical Education

Other Languages

If improvement is needed, please list your suggestions: 11

Do you think the academic demands of the school on your child are: 12 Parent Survey Analysis 21

Comments: 13

Do you think the homework demands of the school on your child are: 14

Comments: 15

What could be added to the curriculum to help meet your child's needs? 16

Catholic Faith Formation

17 My child/children is/are receiving a solid religious education in the following ways: 1 2 3 4 Yes No Somewhat N/A Providing an atmosphere in which Christian values and attitudes are emphasized and practiced

Teaching of basic facts of faith

Providing prayer opportunities

Providing Scripture experience

Teaching human development and Christian sexuality

Making Holy Days and Church Year meaningful

Providing liturgies for children with student input Parent Survey Analysis 22

Providing preparation for the Sacraments of Reconciliation and Eucharist

Providing opportunities for parents to help their children grow in faith

Providing opportunities for parents to grow in their own faith

Would you like to see anything added to the religious education component of your children’s education? 18

Catholic Identity

19 My child/children is/are receiving a solid religious education in the following ways: 1 2 3 4 Yes No Somewhat N/A The school has a mission statement and philosophy statement which indicate the integration of the Roman Catholic Faith into all aspects of school life.

The school provides regular opportunities for the school community to experience prayer and the Sacraments.

The school's religion curriculum is faithful to Roman Catholic Church teachings.

Teachers are certified as catechists by the Arch/Diocese.

The school maintains an active partnership with parents whose fundamental concern is the spiritual and academic education of their children.

The school has a service-oriented outreach to Church and the Parent Survey Analysis 23

civic community.

The school makes frequent use of signs, sacramentals (e.g., rosaries, crucifixes, etc.) traditions and rituals of the Roman Catholic Church.

School personnel ar actively engaged in bringing the Good News of Jesus into the total educational experience.

Comments? 20

Teacher’s and Staff:

Do you feel that the teachers and staff are easily accessible? 21

Should the occasion arise, would you feel comfortable discussing a problem with the 22 Principal or a faculty member?

In our school do teachers provide frequent feedback to students and parents concerning 23 academic progress?

School Environment:

Do you feel that the morale of students in our school is good? 24

Do most of the students and teachers in our school respect each other and have good 25 working relationships? Parent Survey Analysis 24

Do most of the parents and teachers in our school respect each other and have good 26 working relationships?

What do you think about the discipline in the school? 27

Communications:

Do you read the school bulletin? 28

Do you feel that the bulletin keeps you informed of the school’s activities? 29

Do your children inform you of the school activities or problems? 30

How could your school better communicate with you?

Plant and Facilities:

Is your school kept clean and neat for your children? 32

Do you feel that your children are safe at your school? 33 Parent Survey Analysis 25

What are the positive features of our physical plant and facilities?

General Comments:

What would you like to see improved?

Do you have any general comments or suggestions about how the school can improve student learning focused on high achievement of all students? 36

Appendix B

Table 3

Curriculum and Instruction: 24. How would you rate the education your children are receiving in the following subjects: Use the following scale: HE=Highly Effective E=Effective SE=Somewhat Effective IE=Ineffective Percentage of the total respondents selecting the option. Core Subject HE E SE IE Religion 58% 30% 10% 2% Mathematics 32% 48% 17% 3% Reading/ Literature 47% 44% 9% 0% English/ Language Arts 37% 53% 9% 1% Science 40% 45% 15% 0% Social Studies 33% 49% 17% 1% "Highly Effective" Total Core "Somewhat Effective" Total Core Parent Survey Analysis 26

Mean 0.411666667 Mean 0.128333333 Standard Error 0.040283716 Standard Error 0.016003472 Median 0.385 Median 0.125 Mode #N/A Mode 0.17 Standard Deviation 0.098674549 Standard Deviation 0.03920034 Sample Variance 0.009736667 Sample Variance 0.001536667 Kurtosis 0.636349817 Kurtosis -2.926440211 Skewness 1.117724855 Skewness 0.096838329 Range 0.26 Range 0.08 Minimum 0.32 Minimum 0.09 Maximum 0.58 Maximum 0.17 Sum 2.47 Sum 0.77 Count 6 Count 6 Confidence Confidence Level(95.0%) 0.103552589 Level(95.0%) 0.041138234

"Effective" Total Core "Ineffective" Total Core

Mean 0.448333333 Mean 0.011666667 Standard Error 0.03239513 Standard Error 0.004772607 Median 0.465 Median 0.01 Mode #N/A Mode 0 Standard Deviation 0.079351539 Standard Deviation 0.011690452 Sample Variance 0.006296667 Sample Variance 0.000136667 Kurtosis 3.153743735 Kurtosis -0.446162998 - Skewness 1.570432047 Skewness 0.667628428 Range 0.23 Range 0.03 Minimum 0.3 Minimum 0 Maximum 0.53 Maximum 0.03 Sum 2.69 Sum 0.07 Count 6 Count 6 Confidence Confidence Level(95.0%) 0.083274333 Level(95.0%) 0.012268377