GIStandards
https://trbaker.github.io/GIStandards/
A machine analysis of geospatial language in US K-12 state curriculum standards
Washington
Report date: 2021-07-08
The frequency of all keywords found in this state's standards: 13
Comparable state score: 0.508 (median: .303, SD: .324)
The frequency above is the sum of all keywords found in all of this state's four core academic standards and the state's CTE/career standards. This total count is broken down by keyword and discipline area below.
On this site, 'comparable scores' are calculated as: keywords found divided by total words in the standards document(s) - multiplied by 100,000. The comparable scores attempt to normalize data, accounting for very different sizes of curriculum guidance documentation.
Frequencies by keyword or phrase:- spatial: 12
- geospatial: 1
- GIS: 0
Frequencies by discipline area: - SS: 10
(Comp: 1.498) - SC: 0
(Comp: 0.0) - MA: 2
(Comp: 0.282) - ELA: 1
(Comp: 0.194) - CTE: 0
(Comp: 0.0)
Support files: Examples of keyword use by discipline area (and document): - ELA
- ADA_CC_ELAStandards.pdf, page:27, position:4345
to better understand each of the words.6.Acquire and use accurately grade-appropriate conversational, general academic, and domain- speciÞc words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner
- MA
- ADA_CC_MathStandards.pdf, page:1, position:565
greater focus and coherenceMathematics experiences in early childhood settings should concentrate on(1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathema - ADA_CC_MathStandards.pdf, page:8, position:309
combined sets, or counting the number of objects that remain in a set after some are taken away.Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, nam
- SS
- OSPI_SocStudies_Standards_2019.pdf, page:13, position:851
of economic concepts and systems to analyze decision-making and the interactions between individuals, households, business, government, and societies. Geography: The student uses a spatial perspective to make reasoned decisions by applyi - OSPI_SocStudies_Standards_2019.pdf, page:44, position:180
- OSPI_SocStudies_Standards_2019.pdf, page:45, position:180
- OSPI_SocStudies_Standards_2019.pdf, page:50, position:917
on Native American tribes. G3.5.2 Determine the impact of trade on African peoples. G3.5.3 Explain why environmental characteristics vary a-mong different world regions. G3.5.4 Describe how the spatial patterns of economic ac-tivities in a place cha - OSPI_SocStudies_Standards_2019.pdf, page:61, position:1159
of economic concepts and systems to analyze decision-making and the interactions between individuals, households, business, government, and societies. Geography: The student uses a spatial perspective to make reasoned decisions by applyi - OSPI_SocStudies_Standards_2019.pdf, page:76, position:179
- OSPI_SocStudies_Standards_2019.pdf, page:85, position:855
of economic concepts and systems to analyze decision-making and the interactions between individuals, households, business, government, and societies. Geography: The student uses a spatial perspective to make reasoned decisions by applyi - OSPI_SocStudies_Standards_2019.pdf, page:99, position:741
Define the characteristics of each of the major world regions. G1.9-10.2 Explain the causes and effects of voluntary and involuntary migration in the world. G1.9-10.3 Create maps that employ geospatial and related technologies to display and explain - OSPI_SocStudies_Standards_2019.pdf, page:99, position:804
G1.9-10.2 Explain the causes and effects of voluntary and involuntary migration in the world. G1.9-10.3 Create maps that employ geospatial and related technologies to display and explain the spatial patterns of culture and environment. G1.9-10.4 - OSPI_SocStudies_Standards_2019.pdf, page:102, position:634
G3.9-10.1 Define how the geography of expansion and encounter have shaped global politics and economics in history. G3.9-10.2 Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural p
On this site, 'comparable scores' are calculated as: keywords found divided by total words in the standards document(s) - multiplied by 100,000. The comparable scores attempt to normalize data, accounting for very different sizes of curriculum guidance documentation.
(Comp: 1.498)
(Comp: 0.0)
(Comp: 0.282)
(Comp: 0.194)
(Comp: 0.0)
- ADA_CC_ELAStandards.pdf, page:27, position:4345
to better understand each of the words.6.Acquire and use accurately grade-appropriate conversational, general academic, and domain- speciÞc words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner
- ADA_CC_MathStandards.pdf, page:1, position:565
greater focus and coherenceMathematics experiences in early childhood settings should concentrate on(1) number (which includes whole number, operations, and relations) and (2) geometry, spatial relations, and measurement, with more mathema - ADA_CC_MathStandards.pdf, page:8, position:309
combined sets, or counting the number of objects that remain in a set after some are taken away.Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. They identify, nam
- OSPI_SocStudies_Standards_2019.pdf, page:13, position:851
of economic concepts and systems to analyze decision-making and the interactions between individuals, households, business, government, and societies. Geography: The student uses a spatial perspective to make reasoned decisions by applyi - OSPI_SocStudies_Standards_2019.pdf, page:44, position:180
- OSPI_SocStudies_Standards_2019.pdf, page:45, position:180
- OSPI_SocStudies_Standards_2019.pdf, page:50, position:917
on Native American tribes. G3.5.2 Determine the impact of trade on African peoples. G3.5.3 Explain why environmental characteristics vary a-mong different world regions. G3.5.4 Describe how the spatial patterns of economic ac-tivities in a place cha - OSPI_SocStudies_Standards_2019.pdf, page:61, position:1159
of economic concepts and systems to analyze decision-making and the interactions between individuals, households, business, government, and societies. Geography: The student uses a spatial perspective to make reasoned decisions by applyi - OSPI_SocStudies_Standards_2019.pdf, page:76, position:179
- OSPI_SocStudies_Standards_2019.pdf, page:85, position:855
of economic concepts and systems to analyze decision-making and the interactions between individuals, households, business, government, and societies. Geography: The student uses a spatial perspective to make reasoned decisions by applyi - OSPI_SocStudies_Standards_2019.pdf, page:99, position:741
Define the characteristics of each of the major world regions. G1.9-10.2 Explain the causes and effects of voluntary and involuntary migration in the world. G1.9-10.3 Create maps that employ geospatial and related technologies to display and explain - OSPI_SocStudies_Standards_2019.pdf, page:99, position:804
G1.9-10.2 Explain the causes and effects of voluntary and involuntary migration in the world. G1.9-10.3 Create maps that employ geospatial and related technologies to display and explain the spatial patterns of culture and environment. G1.9-10.4 - OSPI_SocStudies_Standards_2019.pdf, page:102, position:634
G3.9-10.1 Define how the geography of expansion and encounter have shaped global politics and economics in history. G3.9-10.2 Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural p