All the project proposals have been graded. Some overall observations and notes:

• If you did not receive full credit, you can resubmit for full credit. Try to do so in the next week.
• You need to focus on three variables, x, y, and z so you can run a regression of this form: y ~ x + z.
• For each variable include at least one figure.
• Include at least one visualization that combines all three of your variables.
• For the final project, please use proper grammar and punctionation.
• Explanatory variables are independent variables (i.e. right-hand-side of the equation), response variables are dependent variables (i.e. left-hand-side of the equation).
• For descriptive statistics, use the appropriate function.
  • Qualitative variables: table and prop.table.
  • Quantitative variables: psych::describe works best. summary is good but does not include the standard deviation.
  • Quantitative and Qualitative variables: psych::describeBy

• Eleanor Romero (7.25) https://rpubs.com/eleanorromero/373159
• Binish Chandy (7.29) http://rpubs.com/binishkurian/Data606_presentation
• Paul Britton (7.35) http://rpubs.com/plb_lttfer/381163

http://shiny.albany.edu/stat/rectangles/

NYS publishes data for each school in the state. We will look at the grade 8 math scores for 2012 and 2013. 2013 was the first year the tests were aligned with the Common Core Standards. There was a lot of press about how the passing rates for most schools dropped. Two questions we wish to answer:

1. Did the passing rates drop in a predictable manner?
2. Were the drops different for charter and public schools?

load('../Data/NYSReportCard-Grade7Math.Rda')
head(reportCard, n=4)

##       BEDSCODE                                  School NumTested2012 Mean2012 Pass2012 Charter
## 1 010100010020                    NORTH ALBANY ACADEMY            47      649       13   FALSE
## 2 010100010030         WILLIAM S HACKETT MIDDLE SCHOOL           212      652       30   FALSE
## 3 010100010045 STEPHEN AND HARRIET MYERS MIDDLE SCHOOL           262      670       50   FALSE
## 4 010100860867         KIPP TECH VALLEY CHARTER SCHOOL            61      684       85    TRUE
##   GradeSubject County                                BOCES NumTested2013 Mean2013 Pass2013
## 1 Grade 7 Math Albany BOCES ALBANY-SCHOH-SCHENECTADY-SARAT            45      268        0
## 2 Grade 7 Math Albany BOCES ALBANY-SCHOH-SCHENECTADY-SARAT           250      279        9
## 3 Grade 7 Math Albany BOCES ALBANY-SCHOH-SCHENECTADY-SARAT           256      284        8
## 4 Grade 7 Math Albany BOCES ALBANY-SCHOH-SCHENECTADY-SARAT            59      298        9

summary(reportCard$Pass2012)

##    Min. 1st Qu.  Median    Mean 3rd Qu.    Max. 
##    0.00   46.00   65.00   61.73   80.00  100.00

summary(reportCard$Pass2013)

##    Min. 1st Qu.  Median    Mean 3rd Qu.    Max. 
##    0.00    7.00   20.00   22.83   33.00   99.00

Since the distribution of the 2013 passing rates is skewed, we can log transfor that variable to get a more reasonably normal distribution.

reportCard$LogPass2013 <- log(reportCard$Pass2013 + 1)
ggplot(reportCard, aes(x=LogPass2013)) + geom_histogram(binwidth=0.5)

cor.test(reportCard$Pass2012, reportCard$Pass2013)

## 
##  Pearson's product-moment correlation
## 
## data:  reportCard$Pass2012 and reportCard$Pass2013
## t = 47.166, df = 1360, p-value < 2.2e-16
## alternative hypothesis: true correlation is not equal to 0
## 95 percent confidence interval:
##  0.7667526 0.8071276
## sample estimates:
##       cor 
## 0.7877848

cor.test(reportCard$Pass2012, reportCard$LogPass2013)

## 
##  Pearson's product-moment correlation
## 
## data:  reportCard$Pass2012 and reportCard$LogPass2013
## t = 56.499, df = 1360, p-value < 2.2e-16
## alternative hypothesis: true correlation is not equal to 0
## 95 percent confidence interval:
##  0.8207912 0.8525925
## sample estimates:
##       cor 
## 0.8373991

lm.out <- lm(Pass2013 ~ Pass2012, data=reportCard)
summary(lm.out)

## 
## Call:
## lm(formula = Pass2013 ~ Pass2012, data = reportCard)
## 
## Residuals:
##     Min      1Q  Median      3Q     Max 
## -35.484  -6.878  -0.478   5.965  51.675 
## 
## Coefficients:
##              Estimate Std. Error t value Pr(>|t|)    
## (Intercept) -16.68965    0.89378  -18.67   <2e-16 ***
## Pass2012      0.64014    0.01357   47.17   <2e-16 ***
## ---
## Signif. codes:  0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
## 
## Residual standard error: 11.49 on 1360 degrees of freedom
## Multiple R-squared:  0.6206, Adjusted R-squared:  0.6203 
## F-statistic:  2225 on 1 and 1360 DF,  p-value: < 2.2e-16

lm.log.out <- lm(LogPass2013 ~ Pass2012, data=reportCard)
summary(lm.log.out)

## 
## Call:
## lm(formula = LogPass2013 ~ Pass2012, data = reportCard)
## 
## Residuals:
##     Min      1Q  Median      3Q     Max 
## -3.3880 -0.2531  0.0776  0.3461  2.7368 
## 
## Coefficients:
##             Estimate Std. Error t value Pr(>|t|)    
## (Intercept) 0.307692   0.046030   6.685 3.37e-11 ***
## Pass2012    0.039491   0.000699  56.499  < 2e-16 ***
## ---
## Signif. codes:  0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
## 
## Residual standard error: 0.5915 on 1360 degrees of freedom
## Multiple R-squared:  0.7012, Adjusted R-squared:  0.701 
## F-statistic:  3192 on 1 and 1360 DF,  p-value: < 2.2e-16

Yes! Whether we log tranform the data or not, the correlations are statistically significant with regression models with \(R^2\) creater than 62%.

To answer the second question, whether the drops were different for public and charter schools, we'll look at the residuals.

reportCard$residuals <- resid(lm.out)
reportCard$residualsLog <- resid(lm.log.out)

\(H_0\): There is no difference in the residuals between charter and public schools.

\(H_A\): There is a difference in the residuals between charter and public schools.

t.test(residuals ~ Charter, data=reportCard)

## 
##  Welch Two Sample t-test
## 
## data:  residuals by Charter
## t = 6.5751, df = 77.633, p-value = 5.091e-09
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
##   6.411064 11.980002
## sample estimates:
## mean in group FALSE  mean in group TRUE 
##            0.479356           -8.716177

t.test(residualsLog ~ Charter, data=reportCard)

## 
##  Welch Two Sample t-test
## 
## data:  residualsLog by Charter
## t = 4.7957, df = 74.136, p-value = 8.161e-06
## alternative hypothesis: true difference in means is not equal to 0
## 95 percent confidence interval:
##  0.2642811 0.6399761
## sample estimates:
## mean in group FALSE  mean in group TRUE 
##          0.02356911         -0.42855946

It is possible to fit quatric models fairly easily in R, say of the following form:

\[ y = b_1 x^2 + b_0 \]

quad.out <- lm(Pass2013 ~ I(Pass2012^2), data=reportCard)
summary(quad.out)$r.squared

## [1] 0.6945532

summary(lm.out)$r.squared

## [1] 0.6206049

summary(quad.out)

## 
## Call:
## lm(formula = Pass2013 ~ I(Pass2012^2), data = reportCard)
## 
## Residuals:
##     Min      1Q  Median      3Q     Max 
## -42.315  -5.322   0.106   5.058  42.685 
## 
## Coefficients:
##                 Estimate Std. Error t value Pr(>|t|)    
## (Intercept)   -2.8155478  0.5391020  -5.223 2.04e-07 ***
## I(Pass2012^2)  0.0059130  0.0001063  55.610  < 2e-16 ***
## ---
## Signif. codes:  0 '***' 0.001 '**' 0.01 '*' 0.05 '.' 0.1 ' ' 1
## 
## Residual standard error: 10.31 on 1360 degrees of freedom
## Multiple R-squared:  0.6946, Adjusted R-squared:  0.6943 
## F-statistic:  3092 on 1 and 1360 DF,  p-value: < 2.2e-16

shiny::runGitHub('NYSchools','jbryer',subdir='NYSReportCard')

See also the Github repository for more information: https://github.com/jbryer/NYSchools