Part c questions Analyize the accessed quantitaitve data, I answered C. Analyze the accessed quantitative data

The problem is that are 7^th graders scored academically low in the math area. And what the

quantitative data graph shows that 22% of the 7^th grade students scored below state average. Which means that the 7^th grade students were not proficient in their math scores. While the 6^th

and 8^th grade did above state average. The mean for the total of all math scores (6^th, 7^th and

8^th) is 53 average. The mean of the 7^th grade students is 22 average. It also shows that our low-income which make sup 30% of the school population scored way below average, they were not proficient. Special Education students scored 8% compared to 10% state average, which mean they were not proficient on the test.

The following question needs to be answered by looking at the C question data.

D2. Describe the inferences derived from the analysis explained in part C, including actionable knowledge.

Iwould make a proposal to create a family resource center for parents and community to be able to reach out here for all their resource needs. For parents to be able to know what, when and where resources will be available. "The group wrote a proposal to the school board calling for the creation of a family resource center where a coordinator would connect parents with housing, immigration, counseling, and other resources, so that teachers could focus on teaching and students could focus on learning." (DUBIN, JENNIFER. "Cultivating Community Schools." American Educator, vol. 39, no. 3, Fall 2015, pp. 12-43). Providing equal opportunities to our low-income students gives them a better chance to succeed. "Educational resources play a significant role in order to provide equal opportunities for students by diminishing the effect of socioeconomic factors on academic achievement." (International Education Studies, vol. 6, no. 4, 13 Mar. 2013).

For our Special Education students, I would ask that teachers have more communication with parents and be mindful of what they have access to in their homes and around their communities so that the teacher can include that in their curriculum/lesson plans, as part of their continuing routines outside of school. And have the curriculum that was built through communication be shared so everyone is aware and knowledgeable of what's going on at school and what is going on at home. This will help continue with the much-needed routine for their Special needs student. "Accardo and colleagues (2020) found that special education preservice teachers who worked with families during their teacher education program expressed greater understanding of the collaborative process with parents and more effective communication methods than those who did not collaborate with families during their program" McDevitt, S. E., & Mello, M. P. (2021).

This is what I answered but they said: the work includes two reasonable actions--creating a family resource center and asking teachers to have more communication with parents. However, it is unclear how these actions are derived from the analysis explained in part C. Please address how the inferences and actionable knowledge are derived from the data analysis.