Discussion: Statistics help - Page 2

Lonƹ

Quote:

Originally posted by orange

I would say, Major, GPA, and Credits? I'd be interested in seeing Age vs Credits, just because some people take dual-enrollment and AP/IB classes at younger ages and I believe that is seen favorably. Oh, what the heck, let's add age.

Major (because certain majors are looked at more favorably or challenging than others while others show more creativity, which can still be seen as successful), GPA (sadly, that usually is a good marker of motivation, not necessarily intelligence, which is great for college success evalution), Credits (as mentioned earlier), College (competitiveness of colleges help show background on how successful they were in HS and that can help show some trends, but not always true and there are many successful students at varying colleges), and Age (as mentioned earlier). You could actually compute Pearson's correlation coeffecient (for linear regressions) to find out if there are variables that are more dependent on each other to remove some variables later.

As you brought up, it may not be a good sample size if you have a lot more females versus males, so I would not actively put in gender as a category.

I actually have plenty of graphs and analysis 25 pages to be exact

Pearson's correlation coefficient

Entity

sex (SEX): Irrelevant
high school percentile (HSP): Irrelevant. If your whole class is dumb ass **** and you have a 2.3 GPA...you could be in the top 1% or whatever, which isn't necessarily 'successful'. But I may be over thinking this one.
cumulative GPA (GPA): Makes sense
age (AGE): Irrelevant
total credits earned (CREDITS): Not accurate..but it could do.
classification (CLASS):
school/college (COLLEGE): Irrelevant
primary major (MAJOR): Irrelevant
residency (RESIDENCY): Irrelevant
admission type (TYPE): Irrelevant
ACT English score (ENGLISH): Successful in that class...but doesn't represent overall.
ACT math score (MATH): Successful in that class...but doesn't represent overall.
and ACT composition score (COMP): Successful in that class...but doesn't represent overall.

RobynYoBank

Probably GPA. If a student is willing to work hard enough in HS, they'll probably find a way to do alright in college.

Lonƹ

@Entity my main focus before deciding to make this thread were GPA and Credits because that is what is commonly used . The data analysis I have done shows a clear correlation between those two variables.

Doc

HSP, GPA, CREDITS or COLLEGE, COMP.

Quote:

Originally posted by Entity

sex (SEX): Irrelevant
high school percentile (HSP): Irrelevant. If your whole class is dumb ass **** and you have a 2.3 GPA...you could be in the top 1% or whatever, which isn't necessarily 'successful'. But I may be over thinking this one.
cumulative GPA (GPA): Makes sense
age (AGE): Irrelevant
total credits earned (CREDITS): Not accurate..but it could do.
classification (CLASS):
school/college (COLLEGE): Irrelevant
primary major (MAJOR): Irrelevant
residency (RESIDENCY): Irrelevant
admission type (TYPE): Irrelevant
ACT English score (ENGLISH): Successful in that class...but doesn't represent overall.
ACT math score (MATH): Successful in that class...but doesn't represent overall.
and ACT composition score (COMP): Successful in that class...but doesn't represent overall.

I think you're over thinking that one.

Those ACT ones though... what?

"Successful in that class...but doesn't represent overall" Elaborate.

caerbayn

What variable are you using to represent 'college success'?

Lonƹ

Quote:

Originally posted by caerbayn

What variable are you using to represent 'college success'?

there is not a single variable. I am suppose to analyze multiple variables and compare and contrast.

Entity

Quote:

Originally posted by Doc

HSP, GPA, CREDITS or COLLEGE, COMP.

I think you're over thinking that one.

Those ACT ones though... what?

"Successful in that class...but doesn't represent overall" Elaborate.

You can have an amazing score/grade in math class bur have an F in english.. Vice versa.

Lonƹ

Quote:

Originally posted by Entity

You can have an amazing score/grade in math class bur have an F in english.. Vice versa.

I get your reasoning

Lonƹ

Thank you all BTW, I am almost done I wrote 3 pages so far and I have 2 more pages to go and an appendix.

orange

Quote:

Originally posted by Lonƹ

@orange

That's fascinating; it seems there is a peak around 23...
I also like seeing the range of values for 21-ish... perhaps because most people graduate around then?
Thanks for sharing!

Did you find public data or did you collect this data?
Oh, and do share your overall findings/conclusion please

Lonƹ

Quote:

Originally posted by orange

That's fascinating; it seems there is a peak around 23...
I also like seeing the range of values for 21-ish... perhaps because most people graduate around then?
Thanks for sharing!

Did you find public data or did you collect this data?
Oh, and do share your overall findings/conclusion please

This data is provided by my statistics professors. It is 902 values from a database that contains information on all undergraduate students at the University of West Erlham County.

I also found it interesting that there is a peak at around 23.

I ended up writing a 5 page write up, and a 5 page appendix of my technical analysis of the data in order reach my conclusion.

I didn't come to an "honest" conclusion, the purpose of creating this thread was so I could wing my conclusion. Although I did wing it, I feel that the combination of Credits, GPA's, and Majors is a good indicator of success. The data shows a positive correlation, and so I used those as my conclusion variables.

Lonƹ

@orange thank you again

RainMan

statistics ...

Lonƹ

Quote:

Originally posted by RainMan

statistics ...

Imagine how frightening it can be sometimes, since I'm a junior in High school.

Lonƹ

Also, thanks to everyone else who helped me.