DAM2_Assignment_Fall2024

Author

Steve Hoffman

Purpose of the Data-Analytic Memo

Here we continue analyses on behalf of the 3rd-grade teachers at Lindquist Elementary School in Hometown, USA. Ms. Affolter, Mr. Miller-Lane, and Ms. Weston plan their instruction together often. After the first month of school they compiled scores for a comprehensive 64-item spelling test and a 40 item math test. (This was DAM 1)

They’ve since conducted a comprehensive second spelling test with 40 words that they want analyzed, as well as a second math test with 20 items.

Additionally, note that they’ve had two students move out and three new 3rd graders move in. And two students were moved from Ms. Weston’s class to Mr. Miller-Lane’s class.

This second dataset, with the new class rosters and the new test scores, is the focus of this memo.

Your task, then, is to make sense of this data and describe your suggestions back to the teaching team.

Remember that this assignment is all about collaborative learning. It is an opportunity to try out your skills as a coder and your understanding of educational testing. Please ensure that you engage in a full, fair, and mutually-agreeable collaboration with your partner(s). Do not simply divide the work. Discuss and plan your analyses together; debate what you have found with each other; collaborate on the writing.

The data are contained in the DAM2_Data_Fall2024 Google Sheet: https://docs.google.com/spreadsheets/d/1Zr3gSMDjqZJFFItNEcyFC5cf4U-Dgx9y9D_iRLtQMNE/edit?usp=sharing

At the end of your process of working through this assignment you will turn in a .qmd file – with your names on it – to Canvas by Wednesday, October 9. (Only one copy of the joint DAM produced as partners is required.)

Task 1 - Data Import and Cleaning

  • “library” the packages you will use in this analysis.

  • Read in the data provided by the teachers.

  • Clean the data set by producing suitable labels for assigned classroom and student gender. (Be careful not to replace scores for the new students with 3.)

  • Print the full data set of all students with labels for classroom and gender.

  • In one paragraph, describe your efforts to clean the data.

Task 2 - Spelling2 scores

  • Produce a histogram for all scores on the Spelling2 test of 40 words.

  • Produce a density plot for all scores on the Spelling2 test. (Do not designate which classroom for this task.)

  • In one paragraph, describe the shape, center, and spread of the Spelling2 scores (out of 40 words) for all students. This description should include

    • an interpretation of the shape

    • a calculation of the mean of the distribution of Spelling2 scores

    • a calculation of the standard deviation of the distribution of Spelling2 scores

Task 3 - Classroom Boxplots

Produce boxplots of Spelling2 for the three classrooms, featuring it as a graphical exhibit.

Task 4 - Describe the classroom Spelling2 scores

Describe what this figure with three boxplots represents

  • Calculate the appropriate statistics for use in your description

  • State and interpret the value of the median, the 25th percentile, the 75th percentile, and the interquartile range of Spelling2 scores for Ms. Affolter’s classroom. If any outlying data points are apparent for her classroom, identify the student or students by name, and explain what you noted.

  • State and interpret the value of the median, the 25th percentile, the 75th percentile, and the interquartile range of Spelling2 scores for Mr. Miller-Lane’s classroom. If any outlying data points are apparent for his classroom, identify the student or students by name, and explain what you noted.

  • State and interpret the value of the median, the 25th percentile, the 75th percentile, and the interquartile range of Spelling2 scores for Ms. Weston’s classroom. If any outlying data points are apparent for her classroom, identify the student or students by name, and explain what you noted.

Task 5 - Spelling scatterplot

Produce and display as a scatterplot the relationship between the first spelling test (on the x-axis) and Spelling2 (on the y-axis). Make sure that the axes are labeled appropriately and that you have provided a suitable title for the plot. Note: Be aware that some of the data points are may be obscured by multiple points on the same picture. Thus, consider “jittering” the points to make this plot more clear.

Task 6 - Describe spelling scatterplot

Briefly describe the nature of any relationship you observe on the scatterplot between the first spelling scores and the Spelling2 scores.

Task 7 - Total Spelling scores

  • Create a new column in the dataset called TotalSpelling that sums the two spelling tests.

  • Print the new dataset in your report

  • Briefly describe how this new column is obtained.

Task 8 - Describe Total Spelling scores

  • Produce a histogram for all scores in the TotalSpelling column.

  • Produce a density plot for TotalSpelling. (Do not designate which classroom for this task.)

  • In one paragraph, describe the shape, center, and spread of the TotalSpelling for all students. This description should include

    • an interpretation of the shape

    • a calculation of the mean of the distribution of TotalSpelling scores

    • a calculation of the standard deviation of the distribution of TotalSpelling scores

    • any missing data to note

Task 9 - Math2 scores

  • Produce a histogram for all scores on the Math2 test of 20 items.

  • Produce a density plot for all scores on the Math2 test. (Do not designate which classroom for this task.)

  • In one paragraph, describe the shape, center, and spread of the Math2 scores (out of 20 items) for all students. This description should include

    • an interpretation of the shape

    • a calculation of the mean of the distribution of Math2 scores

    • a calculation of the standard deviation of the distribution of Math2 scores

Task 10 - Math scatterplot

Produce and display as a scatterplot the relationship between the first math test (on the x-axis) and Math2 (on the y-axis). Make sure that the axes are labeled appropriately and that you have provided a suitable title for the plot. Note: Be aware that some of the data points are may be obscured by multiple points on the same picture. Thus, consider “jittering” the points to make this plot more clear.

Task 11 - Describe math plot

Briefly describe the nature of any relationship you observe on the scatterplot between the first math scores and the Math2 scores.

Task 12 - Parent conference

The mother of one of the new students, Stephen, has requested a parent conference. She is concerned about his performance on the Spelling2 and Math2 tests. She is particularly concerned because she has heard that the 3rd grade math curriculum is very challenging.

Mrs. Hoffman (Stephen’s mom) is worried that Stephen is not living up to his potential. She has requested that you provide her with a summary of Stephen’s performance on the both tests compared to his new peers in 3rd grade. Please provide and summarize information you think would be helpful for Ms. Weston as she prepares for this conference with Mrs. Hoffman.