This analysis of the K-8 statistics standards in 41 United States of America (USA) state documents that include grade level expectations (GLEs) is timely given the increased need for statistical literacy as the quantity of available data around us grows. This analysis endeavors to answer the question: What are K-8 students in the USA expected to know and be able to do with regard to statistics as represented in the state standards documents? The study was framed using the four process components outlined in the Guidelines for Assessment and Instruction in Statistics Education (GAISE) Report: (1) formulate questions, (2) collect data, (3) analyze data, and (4) interpret results (Franklin et al., 2007). Among other findings, the analysis highlights two major types of knowledge expected in the documents, the knowledge expected to "do" each of the four processes and the knowledge expected to "understand" and/or "evaluate" the processes.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education