Stats I, Item # Q-08

Saleemah, the assistant superintendent in charge of reviewing staffing patterns, is investigating the number of substitute teachers assigned daily to the elementary schools in the district. She ponders whether the numbers vary by school and/or by day of the week. She tests her claims at the 10% significance level, and presumes that the underlying data collection is normally distributed. She gathers independent, simple random samples. The following data represent the numbers of substitute teachers assigned daily to each school during a randomly selected week, cross referenced by school and day of the week:

What are the claims is she testing? What conclusions should she draw? Explain in detail for both factors, both technically and contextually. In particular, if the findings for either one of the two or both factors are especially marginal or strong, please note those results. Cite relevant critical values and p-values that support the findings.

1. The number of 3-point shots made per game during high-school basketball games was counted for all 523 games played during one school year in a particular school district. The results are shown in the bar chart below.

   350 300 250 200 150 100 50

   0

   1

   2

   3

   4

   5

   6

   If we take a simple random sample of size 40 from this population and calculate the mean number of 3-point baskets, which of the following best describes the shape of the sampling distribution of means?

   	Skewed right
   	Approximately normal
   	Approximately uniform
   	Skewed left

2. Which of the following statements best describes the relationship between a parameter and a statistic?

   	A parameter is used to estimate a statistic.
   	A parameter has a sampling distribution with the statistic as its mean.
   	A parameter has a sampling distribution that can be used to determine what values the statistic is likely to have in repeated samples.
   	A statistic is used to estimate a parameter.

3. The distribution of values from a single sample of size n from a population is

   	the distribution of sample data.
   	the distribution of the parameter.
   	the sampling distribution.
   	the population distribution of the variable.

4. To reduce the variability of estimates from a simple random sample, you should

   	use a larger sample.
   	use a count, not a percent.
   	use a smaller sample.
   	increase the bias.

5. A sampling distribution is the probability distribution for which one of the following?

   	A sample
   	A population parameter
   	A sample statistic
   	A population

Consider an economy in which the government employs teachers to provide education services to the public which are funded entirely by taxes. These government employees (i.e. doctors) earn salaries for this work. Assume that a pandemic starts which causes many parents not to send their children to school. Assume that enrollment drops by 50%. The number of teachers as well as their pay (i.e. salaries) stay the same during the same period. (a) Using the expenditure approach, determine how the GDP changes over time? Explain. 1 (b) Now suppose that all education services are provided by the private sector. Private schools charge each student a fee or tuition. Assume that the same pandemic hits, and half of parents choose not to send their children to school. The number of teachers as well as their pay (i.e. salaries) stay the same during the same period. Using the expenditure approach, determine how the GDP changes over time? Explain, and contrast your answer with the part (1a). (c) Consider the following additional information. Children who are not sent to school by their parents receive education from parents at home, i.e. they get homeschooled. Assume that the quality of home-schooling is as high as that of regular schools. For simplicity, assume that home-schooling does not imply a time cost to parents. What are the welfare implications of this for both (1a) and (1b)? Does the change in GDP reflect the changes in welfare accurately? Explain.

The superintendent who collected data for Assignments 1 and 2, continued to examine the district’s data. One question that concerned the superintendent’s constituencies was the difference between the school performance scores of the superintendent’s district and a neighboring district that had similar demographic and socio-economic characteristics.

The superintendent collected the following information: School performance scores for superintendent’s district:

124 113 111 96 86 107 125 116 90 91 101 82 82 99 118 87 116 99 102 89 97 124 127 89 112 122 93 113 102 86 98 105 79 123 114 91 121 102 114 110

School performance scores for comparison district:

115 114 130 129 97 94 101 127 103 121 100 110 93 126 118 101 117 88 125 96 103 101 131 122 91 128 110 111 116 107 108 98 102 135

1. What is the value of the degrees of freedom that are reported in the output (equal variances assumed)?

2. What is the reported level of significance?

3. Based on the reported level of significance, would you reject the null hypothesis?

4. Present the results as they might appear in an article. This must include a table and narrative statement that reports and interprets the results of the Independent Samples T test.

In 2002 the Supreme Court ruled that schools could require random drug tests of students participating in competitive after-school activities such as athletics. Does drug testing reduce use of illegal drugs? A study compared two similar high schools in Oregon. Wahtonka High School tested athletes at random and Warrenton High School did not. In a confidential survey, 8 of 133 athletes at Wahtonka and 27 of 115 athletes at Warrenton said they were using drugs. Regard these athletes as SRSs from the populations of athletes at similar schools with and without drug testing.

(a) You should not use the large-sample confidence interval. Why not?
Choose a reason.The sample sizes are too small.The sample sizes are not identical.The sample proportions are too small.At least one sample has too few failures.At least one sample has too few successes.

(b) The plus four method adds two observations, a success and a failure, to each sample. What are the sample sizes and the numbers of drug users after you do this?

Wahtonka sample size:     Wahtonka drug users:
Warrenton sample size:     Warrenton drug users:

(c) Give the plus four 99.5% confidence interval for the difference between the proportion of athletes using drugs at schools with and without testing.
Interval: to

please show your work and what function to use on the calculator if any. Thank you!

I am comfortable with structures that contains one item per variable. But i am struggling to manage structure that contains multiple items in one variable (within a matrix). it's in C language.

for example this structure :

   struct resume{
char *name;
char *job;
char school*;
int counter_resume;

}resume;

i want to create functions that are able to dynamically allocate memory so it can add multiple persons resume without knowing how many they are going to be in the beginning. Lets say we have Bob . Bob worked as a fireman, postman, and truck driver. So there is 3 items in the Jobs variable for Bob. let say he went to school to Marveric and Standford. We should be able to add more persons in the same structure using the functions. for example the main look like this :

nb: feel free to give more knowledge, suggestions, or any useful advices or  information needed for me to master this particular subject.

int main()
{
struct resume *Bob = malloc(sizeof(struct resume));

add_name(Bob,"Bob");

add_job(Bob, "Postman");
add_job(Bob, "Truck driver");
add_job(Bob, "fireman");

add_school(Bob, "Standford University");
add_school(Bob, "Chicago business school");

print_single_resume(Bob); // print Bob resume
print_all_resume(); // print all of the resumes

free_memory(bob); // function that free the memory allocated

free_all(); // function that free the memory allocated for all the persons
}

You are conducting a workshop on reliability for high school teachers and principals. One of the topics you are covering is reliability as it pertains to commercial published tests. You describe reliability evidence that test publishers typically present for their tests. You emphasize that, as consumers of tests, high school teachers and principals need to pay attention to that evidence and evaluate it. A principal, Mrs. Constantine, raises her hand to ask you a question: "You have made a really strong case for why we need to look carefully at the evidence for reliability that a test publisher includes in a technical manual. But what I don't understand is how high reliability needs to be for me to feel comfortable using scores from a commercial published test to make decisions about students."

How would you respond to Mrs. Constantine?

Write your one- or two-paragraph response to this question as if you were talking directly to Mrs. Constantine. Make certain that you are using teacher- and principal-friendly language as you respond to her (i.e., no measurement terminology unless you define terms).

In your response, identify two factors that high school teachers and principals need to consider when examining the degree of reliability presented in a technical manual for a commercial published test. Include at least two examples to illustrate the points you are making.

part 1.
An independent measures study has df = 48. How many total participants were in the study?
a. 24
b. 46
c. 50
d. There is not enough information

part 2.

A commonly cited standard for one-way length (duration) of school bus rides for elementary school children is 30 minutes.

A local government office in a rural area conducts a study to determine if elementary schoolers in their district have a longer average one-way commute time. If they determine that the average commute time of students in their district is significantly higher than the commonly cited standard they will invest in increasing the number of school busses to help shorten commute time. What would a Type 2 error mean in this context?

a. The local government decides that the average commute time is 30 minutes.

b. The local government decides that the data provide convincing evidence of an average commute time higher than 30 minutes, when the true average commute time is in fact 30 minutes.

c. The local government decides that the data do not provide convincing evidence of an average commute time higher than 30 minutes, when the true average commute time is in fact higher than 30 minutes.

d. The local government decides that the data do not provide convincing evidence of an average commute time different than 30 minutes, when the true average commute time is in fact 30 minutes.

2. Consider shaping and chaining procedures. You need to train a teenager to take a public bus to school every day. The teen has never taken this bus or traveled this bus route before. Describe the procedure you would use. Describe the steps that would be involved. In other words create a task analysis.
3. Consider the use of prompts and prompt fading. Given the current world events we need to teach middle school kids how to social distance while in school. The biggest problem is when they need to wait in line for things. And when they are having a conversation with others. Describe what prompts you would use to teach the kids how to keep 6 feet away from others at these times. Also describe how you would then fade the prompts.
4. Consider antecedent control procedures. Given the current situation we have many individuals that are hording items they should not be hording. I don’t mean toilet paper. Some are hording essential items for frontline medical personnel and first responders such as masks, gloves, disinfectants, etc. The reason for the hording by these individuals is so they can sell the stuff for ridiculously high prices. If you were in a position to intervene, maybe in government, what could you do to stop this using antecedent control procedures? Describe the procedure you would use and the steps involved.

In addition to treating students differently based on social class, schools also convey implicit messages about gender, sexual orientation, religion, language, country of origin, and disability. Like the messages about social class, these implicit messages are also forms of the hidden curriculum. Often these messages reinforce the status quo that is discriminatory towards non-dominant groups (females, sexual minorities, immigrants, non-Christians, low-income people, and people with disabilities). In general, the hidden curriculum helps to reinforce and reproduce the social hierarchy that is already present in the adult world. Remember: The hidden curriculum is not the “regular” academic curriculum. It is “taught” both overtly and covertly through behaviors, words, and the school structure.

The example provided by Johnson and Rhodes focuses on how schools provide differential learning environments that prepare students to remain in the social class into which they were born. Jeff Sapp (article in this module) illustrated the hidden curriculum by describing the ways his school “taught me I was poor.”

Discussion Assignment: Reflect on your K-12 education and identify the hidden curriculum in your school related to one of the following variables: gender, race or ethnicity, language, country of origin, religion, social class, or disability. In your response, be specific about what messages you received about the variable you chose and how those messages were conveyed.