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The image depicts a table delineating problem areas for two primary schools in 2005 and 2015, illustrating data by problem category, year, and school: Reading ability, 2005 School A 22, School B 8; 2015 School A 23, School B 9; Handwriting, 2005 School A 28, School B 21; 2015 School A 28, School B 17; Spelling, 2005 School A 30, School B 25; 2015 School A 25, School B 12; Listening skills, 2005 School A 40, School B 35; 2015 School A 20, School B 11; Verbal expression of ideas, 2005 School A 14, School B 15; 2015 School A 21, School B 15; Concentration in lessons, 2005 School A 15, School B 12; 2015 School A 18, School B 14; Following instructions, 2005 School A 42, School B 6; 2015 School A 18, School B 12.
Given the complexity of the image, the above description may not be entirely accurate.
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This graph illustrates fields of issues in the two schools. This comparison occured between 2005 and 2015. There are seven factors of problem areas such as reading ability, handwriting, spelling and etc. which were assessed in school A and in school B.
In 2005, the hightest score was following instructions (42 points) in the school A. Whereas, the lowest was spelling in the another school. All increases in 2005 were in the first school. Similarly, all declines were assessed in the school B. By comparison between 2005 and 2015, it is observed that all scores were soared. However, it does not mean that points had dramatically fluctuations. In 2015, school A had the biggest points. While the school B obtained only shoot up of all areas.
Overall, this table gave tremendous data about several elements in problem fields of school’s students. It was comparison between two schools at the different years, 2005 and 2015.
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