WGU D018 DATA LITERACY AND EVIDENCE BASED PRACTICES AFM2 TASK 1 (Data Analysis) 2025/2026 UPDATED PASSED WESTERN GOVERNORS UNIVERSITY
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AFM2 Task 1: Data Analysis
A1: Educational Problem
Many schools face the problem of student achievement gaps in learning. This can be seen
in the subgroups of socio-economic, race/ethnicity, and disabled populations of students. At
North Layton Jr High (NLJH) in the Davis School District in Layton, Utah, there is a population
of 1066 students. Of those, 1002 took the state Science assessment. Of the 1002 students, 31%
were proficient on the exam compared with the district average of 51% and the state average of
50%. By looking at the data further, we can see the following subgroup proficiency percentage:
economically disadvantaged: 19%, students with disabilities: 8%, English Language Learners:
6%, Asian: 26%, Black/African American: 18%, Hispanic: 17%, Multi-Racial: 33% and
Caucasian: 40%. ("School achievement," n.d.)
A2: Setting or Context
NLJH services grades 7-9 in a large suburban community north of Salt Lake City, Utah.
It has a 23:1 teacher ratio and a minority population of 39%. 33% of the population is
economically disadvantaged. NLJH is by a military base with 11% of the student body that is
federally funded. The city of Layton has a population of 82,600, with 82% being white and 18%
being minority. In the city, 5.9% of the population live below the poverty line. (Census profile:
Layton, UT. n.d.).
A2A and A2B: Participant Group and Subgroups
NLJH has a population of 1066, with 1002 students taking the state standardized test.
Overall, 31% of the students were proficient. The first subgroup I want to address is the