{"id":127283,"date":"2018-02-20T23:50:30","date_gmt":"2018-02-20T23:50:30","guid":{"rendered":"https:\/\/writemyessayfree.com\/statistics-8"},"modified":"2017-08-16T06:19:37","modified_gmt":"2017-08-16T06:19:37","slug":"statistics-8","status":"publish","type":"post","link":"https:\/\/www.benedictsol.com\/blogs\/statistics-8\/","title":{"rendered":"Statistics"},"content":{"rendered":"
\n

Statistics <\/p>\n

Statistics\ufffd\ufffd assignment. Some of the questions require using Stata. See attachments for assignment<\/p>\n

1. Consider three education variables whose survey questions and response categories are listed below. What types\/forms of variables are these? What do you see as <\/p>\n

some challenges to describing the distribution of education (in the target population) using each of these variables? Are there other ways you might gather education <\/p>\n

that might be more informative?
\ufffd\ufffd\ufffdWhat is the highest degree you have completed?\ufffd\ufffd\ufffd \ufffd\ufffd\ufffdHow many years of school have you completed? \ufffd\ufffd\ufffdHow far did you get in school?\ufffd\ufffd\ufffd
1=high school diploma
2=GED
3=associate\ufffd\ufffd\ufffds degree
4=bachelor\ufffd\ufffd\ufffds degree
5=master\ufffd\ufffd\ufffds degree
6=PhD
7=JD
8=MD
9=other (specify) 0 to 25 years 9=9th grade
10=10th grade
11=11th grade
12=12th grade
13=high school diploma or GED
14=some college
15=associate\ufffd\ufffd\ufffds degree
16=bachelor\ufffd\ufffd\ufffds degree
17=master\ufffd\ufffd\ufffds of professional degree
18=doctoral degree<\/p>\n

Q1-A: What type of variables are these? 3 pts<\/p>\n

Q1-B: What do you see as some challenges to describing the distribution of education (in the target population) using each of these variables? 4 pts<\/p>\n

Q1-C: Are there other ways you might gather education that might be more informative? 3 pts<\/p>\n

2. What education variables are available in the South African CSG Impact Evaluation dataset? <\/p>\n

Q2-A: Identify three of these variables and produce appropriate descriptive statistics for each one. 6 pts<\/p>\n

Q2-B: What is limiting about these CSG education measures? 3 pts<\/p>\n

3. Using the South African CSG Impact Evaluation dataset, produce a histogram, box plot and summary statistics for the variable (ad3q20a2) that shows the total <\/p>\n

amount of expenditures (in Rands) on school fees by households. Describe the patterns you see in these data. How many households are missing information on the amount <\/p>\n

of school fees for this variable (hint: use the codebook command and browse the data to assess the cases where no fee amount is recorded)? What do you learn? Does no <\/p>\n

response implies no school fees were paid?<\/p>\n

Q3-A: Produce a histogram, box plot and summary statistics for the variable (ad3q20a2) that shows the total amount of expenditures (in Rands) on school fees by <\/p>\n

households. 3 pts<\/p>\n

Q3-B: Describe the patterns you see in these data. 3 pts<\/p>\n

Q3-C: How many households are missing information on the amount of school fees for this variable (hint: use the codebook command and browse the data to assess the <\/p>\n

cases where no fee amount is recorded)? 4 pts<\/p>\n

Q3-D: What do you learn? Does no response imply no school fees were paid? 4 pts<\/p>\n

4. Examine the information in Table 6 of the CSG Impact Evaluation Fieldwork Report. <\/p>\n

Q4-A: Based on the information reported, where did the fieldwork team have the greatest success in securing completed surveys (in terms of sampling unit and <\/p>\n

geography)? Present statistics to explain your answer. 4 pts<\/p>\n

Q4-B: Where did they have the lowest success rates? Present statistics to explain your answer. 3pts<\/p>\n

5. Look at Table 15 in the CSG Impact Evaluation Fieldwork Report (p. 80). <\/p>\n

Q5-A: What is the total number of questionnaires generated in the fieldwork? 3 pts<\/p>\n

Q5-B: What fraction of all questionnaires obtained in the fieldwork were invalid? 3pts<\/p>\n

Q5-C: What paypoint\/province\/household type combination generated the largest number of invalid questionnaires? 3pts<\/p>\n

Q5-D: For that paypoint\/province\/household type combination with the largest number of invalid questionnaires, what fraction of total attempted questionnaires did the <\/p>\n

invalid questionnaires represent? (Show your math work in your response). 3 pts<\/p>\n

6. Open the Los Angeles public school student data (\ufffd\ufffd\ufffdLA students\ufffd\ufffd\ufffd) in Stata. Assume that you have the population of students eligible for free extra academic <\/p>\n

assistance (as mandated under No Child Left Behind) in the 2012-13 school year. Calculate basic descriptive statistics (including the mean and standard deviation) and <\/p>\n

produce a histogram for 2012-13 math test scores in this dataset. Characterize the distribution of test scores (in words) for the LA school district administrator, <\/p>\n

keeping in mind what an education leader might want to understand from this distribution. <\/p>\n

Q6-A: Calculate basic descriptive statistics (including the mean and standard deviation) and produce a histogram for 2012-13 math test scores in this dataset. 4 pts<\/p>\n

Q6-B: Characterize the distribution of test scores (in words) for the LA school district administrator, keeping in mind what an education leader might want to <\/p>\n

understand from this distribution.
3 pts<\/p>\n

7. Draw a random sample of 5,000 students from the LA students dataset and compute and record the mean and standard deviation of 2012-13 math test scores in your <\/p>\n

sample. Then \ufffd\ufffd\ufffdclear\ufffd\ufffd\ufffd the data and repeat these steps (i.e., sampling 5,000 students and computing and recording the sample mean and standard deviation of their 2012-<\/p>\n

13 math test scores). Also be sure to track the number of observations for each set of statistics recorded. Continue to repeat this step until you have 10 sample <\/p>\n

means and standard deviations. 10 pts<\/p>\n

8. Follow the same steps in #4, but instead draw 10 samples of 500 students each, computing the same statistics and tracking the number of observations. Repeat <\/p>\n

these steps once more to obtain 10 samples of 50 students each. <\/p>\n

Q8-A: Follow the same steps in #4, but instead draw 10 samples of 500 students each, computing the same statistics and tracking the number of observations. 5 pts<\/p>\n

Q8-B: Repeat these steps once more to obtain 10 samples of 50 students each. 5 pts<\/p>\n

9. Now treat each set of sample statistics for a given sample size (5,000, 500 and 50) as a dataset (n=10) and compute the mean and standard deviation for each. <\/p>\n

How do these means compare with the mean you calculated in #6 for all students with 2012-13 math test scores in this dataset? How do the three sets of sample standard <\/p>\n

deviations compare to each other and to the standard deviation that you calculated in #2 for all students? <\/p>\n

Q9-A: Now treat each set of sample statistics for a given sample size (5,000, 500 and 50) as a dataset (n=10) and compute the mean and standard deviation for each. <\/p>\n

10 pts.<\/p>\n

Q9-B: How do these means compare with the mean you calculated in #6 for all students with 2012-13 math test scores in this dataset? 3 pts.<\/p>\n

Q9-C: How do the three sets of sample standard deviations compare to each other and to the standard deviation that you calculated in #2 for all students? 3 pts.<\/p>\n

10. If you had been asked to draw sample sizes of 50,000 students each (10 different times), how would you expect the mean and standard deviation of those <\/p>\n

resulting statistics to compare to those you already calculated above? Explain your answer. 5 pts.<\/p>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Statistics Statistics\ufffd\ufffd assignment. Some of the questions require using Stata. See attachments for assignment 1. Consider three education variables whose survey questions and response categories are listed below. What types\/forms of variables are these? What do you see as some Read More …<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[],"tags":[],"class_list":["post-127283","post","type-post","status-publish","format-standard","hentry"],"_links":{"self":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/127283","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/comments?post=127283"}],"version-history":[{"count":0,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/posts\/127283\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/media?parent=127283"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/categories?post=127283"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.benedictsol.com\/blogs\/wp-json\/wp\/v2\/tags?post=127283"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}