The table compares the percentage of children with various educational difficulties in two primary schools in 2005 and 2015.
Overall, School A saw a notable improvement in the majority of its problem areas, whereas School B saw a slight increase in difficulties in a number of categories over ten-year period. In spite of this, School B reported fewer problems than School A in both years.
In 2005, School A had a notably high percentage of students who had trouble paying attention in class 40% and following directions 42%, whereas School B had significantly lower percentages in the same categories 6% and 15%, respectively. In School A, these percentages had significantly dropped by 2015, with only 18% of students reporting difficulty focusing and 18% having trouble following directions. School B, on the other hand, demonstrated modest gains of 12% and 15% in both categories.
In school A, 30% and 35% of students in 2005, respectively, struggled with spelling and verbal expression. By 2015, these numbers had dropped to 21% and 25%, respectively. While verbal expression problems increased from 14% to 15% in School B, spelling problems increased marginally from 5% to 10%.
In 2015, listening proficiency increased from 35% in School A to 20% in 2015. In contrast, School B experienced a significant increase in this area, as the percentage increased from 11% to 12%.