Ib math studies internal assessment
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This document is a student's internal assessment for an IB Math Studies course. It investigates the correlation between race and weighted GPA at Old Mill High School. Data is presented on the average weighted GPAs of different racial groups for 9th, 10th and 11th grades. The student plans to use statistical analysis methods like a chi-squared test to determine if there is a relationship between race and weighted GPA. The goal is to see if the results could apply more broadly and inform understanding of differences in educational outcomes between racial groups.
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Ib math studies internal assessment final draft
The document analyzes the relationship between SAT scores and family income of test takers worldwide based on data from the College Board in 2007. The author conducts a mathematical investigation including generating scatter plots, calculating the least squares regression line and correlation coefficient, and performing a chi-squared test. The results show a strong positive linear correlation between SAT scores and family income, indicating family income has a significant impact on SAT scores. However, the study has limitations as it only includes those who reported income and may not capture all SAT test takers.
Math Statistics IA December 2010
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- Statistical analysis showed a weak negative linear correlation between video game time and sleep hours, indicating the variables were mostly independent. However, surveying the entire student population may have strengthened the correlation.
- While more video game time tended to equal less sleep, there was high variation in the data, and other factors like homework also impacted students' sleep amounts. So the relationship between video games and sleep was inconclusive based on this study.
Math ia
This document presents an investigation into Lacsap's Fractions, a symmetrical pattern of numbers. The author derives a general equation to calculate any element in any given row. They plot the relationship between row number and numerator, noticing the numerators increase by one more than the previous term. This leads to an equation relating row number r and numerator. By observing patterns in the differences between numerators and denominators, they extend the equation to calculate any element Er(n). They validate the general equation by calculating additional rows. The limitations are it cannot calculate the first row or elements outside the range from 1 to r-1.
Mathproj final
The document analyzes height and weight data collected from 20 adult males to determine if there is a correlation. Scatter plots, histograms, and box-and-whisker diagrams were used to analyze the data. The analysis found height and weight were strongly correlated, with most males weighing above average and being below average height. However, the data collection method of interviews meant the data may not be fully accurate.
Math presentation sam+marius 2
This math presentation covers vectors in 2 and 3 dimensions. It introduces vectors as quantities that have both magnitude and direction, and covers operations such as vector addition, subtraction and scalar multiplication. It also discusses vector components, scalar products, angles between vectors, parallel vectors, unit vectors, and representations of lines as vectors. The document provides examples and questions on these vector topics.
Top six mistakes made in IB Math Internal Assessment
This document outlines the top 6 mistakes students make on their IB Math Internal Assessment (IA). These include: 1) excessive writing and working beyond the recommended page limit, 2) failing to cite sources, 3) using complicated math just to raise the level without real understanding, 4) not properly labeling tables, graphs and charts, 5) insufficient independent research beyond common textbook problems or websites, and 6) lacking explanation of calculator workings such as how functions were derived. For more tips, students are advised to visit the listed website or email.
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The document describes LACSAP's Fractions, a symmetrical number array. It derives equations to find values in the 6th and 7th rows by identifying patterns in the numerators and denominators. The numerator pattern is represented by the equation n = 0.5r^2 + 0.5r, where n is the numerator and r is the row number. The denominator pattern is d = r + n - 1, where d is the denominator, r is the row number, and n is the numerator. These equations are validated by plugging in known values and continuing additional rows. The scope and limitations of the equations are discussed.
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The document analyzes the relationship between human birth rates and death rates in 18 countries. A scatter plot showed a strong negative correlation, indicating that higher birth rates were associated with lower death rates. Calculations for standard deviation, least squares regression, and Pearson's correlation coefficient supported this relationship. A chi-square test rejected independence, showing that birth and death rates were dependent. However, limitations included older data and lack of representation from all global regions. Overall, the analysis found an interdependent relationship between birth and death rates.
Mathematics- IB Math Studies IA
1) The document analyzes the relationship between shoe size and height using data collected from 15 males and 15 females aged 17-18.
2) Correlation coefficients were calculated, showing a moderate positive correlation between height and shoe size.
3) Chi-squared tests found the relationship to be independent for males and females individually, but dependent when combining both genders.
IB Math Studies IA
The document analyzes the relationship between SAT scores and family income of test takers around the world. It collects data on SAT scores and family incomes from College Board in 2007 for two-thirds of test takers who voluntarily reported it. The data is categorized into ten income groups and shows mean SAT scores increase as family income increases. Graphs and calculations of least squares regression and Pearson's correlation coefficient indicate a strong positive correlation between higher SAT scores and higher family incomes.
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The document summarizes a student's IB Mathematical Studies Internal Assessment project investigating whether shoe size correlates with forearm length. Data on shoe size and forearm length was collected from 50 students and analyzed using statistical tests. A strong positive correlation of 0.9976 was found between increasing shoe size and forearm length. While sizes were not exactly equal, the difference was found to not be statistically significant, supporting the hypothesis that shoe size correlates with forearm length.
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The document summarizes a study that investigated the relationship between height and shoe size in 20 women and 20 men. It found a weak positive correlation, such that taller individuals tended to have larger shoe sizes. However, the relationship varied substantially between individuals. A chi-square test found no definitive relationship, though the idea that taller people generally need larger shoes to maintain balance was supported. Limitations included potential inaccuracies in self-reported height and shoe size data.
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CHAPTER 5 School Issues that Relate to At-Risk Children and Youth.docx
CHAPTER 5: School Issues that Relate to At-Risk Children and Youth
· If families do not…Then schools must
· Provide roots for children…So they stand firm and grow,
· Provide wings for children…So they can fly.
· Broken roots and crippled wingsDestroy hope.
· And hope sees the invisible,Feels the intangible,And achieves the impossible.
CHAPTER OUTLINE
The Value of Education
Box 5.1 Separate and Unequal 15-Year-Olds
Research on Effective Schools
Variables in Research on School Effects
· Leadership behaviors
· Academic emphasis
· Teacher and staff factors
· Student involvement
· Community support
· Social capital
Definitional Issues in Research on School Effects
Case Study: The Diaz Family
· School culture
· Student climate
· Peer involvement
· Teacher climate
Box 5.2 Teacher Climate
Educational Structure: Schools and Classrooms
School Structure
School Choice
Charter Schools
Classroom Structure
Curriculum Issues
Conclusion
· In education, the term at risk refers primarily to students who are at risk of school failure. As we discussed earlier, at risk actually means much more than flunking reading or math, or even dropping out of school. Yet from an educator’s perspective, educational concerns define at-risk issues. School problems and dropout are linked to many other problems expressed by young people (Suh, Suh, & Houston, 2007; Henry et al., 2009; Rumberger & Ah Lim, 2008). The strong relationships between school difficulties and other problems, as well as evidence that educational involvement is a protective factor influencing resilience (Search Institute, 2006), highlight the pivotal position of schools. In schools, prevention efforts can reach the greatest number of young people; therefore, examining the educational environment is critical.
THE VALUE OF EDUCATION
There are a number of indicators of the value placed on education in the United States. News reports compare the scores of students in the United States and in other countries on tests in geography and spelling, math and science. These reports consistently favor students in other countries. They imply that learning in U.S. schools is somehow not quite up to par. Does a student’s ability to spell reflect his or her ability to think? Does recall of dates, locations, or facts indicate a student’s problem-solving skills? The answer to these questions is “No.” Learning is the act of acquiring knowledge or a skill through observation, experience, instruction, or study, yet these comparisons suggest a view of learning that reduces this complicated act to an isolated and mechanical process. In addition, these comparisons often fail to note that in the United States all children are expected to attend school through high school graduation, not just wealthy or middle-class urban or college-bound students.
How learning is valued is also reflected in the following statistics. In 2000, the average household income was about $55,000 (Census Bureau, 2001). Nearly 10 years later, the average teac ...
Veda brown
This article discusses the role of parental involvement in closing the academic achievement gap between minority and disadvantaged students and their white and Asian counterparts. It argues that improving school quality alone through legislation like No Child Left Behind is not sufficient, and that parental accountability is missing from such efforts. The article highlights research showing parental involvement is highly predictive of student success. It recommends expanding NCLB to include mechanisms for holding parents accountable and engaging them in their children's education.
Veda brown
The article discusses the role of parents in closing the academic achievement gap between minority and disadvantaged students and their white and Asian counterparts. It argues that while legislation like No Child Left Behind aims to address this gap, it neglects to hold parents specifically accountable for their level of involvement in their children's education. The article highlights how proven strategies for parental involvement could be implemented under NCLB's framework, with a focus on parental responsibility. It offers suggestions for mechanisms to make parents accountable for their children's school success.
Edd conference proposal presentation 1
Victor Davis provides background information about himself and his education credentials. He then discusses attending the 40th Annual Conference of the National Alliance of Black School Educators in November 2012 in Nashville, TN. The document also includes the mission statement of NABSE, Victor's problem statement regarding the achievement gap of African American males in grades 9-12 in ELA and mathematics, the variables that will be measured in his study, his methodology which will include quantitative and qualitative research, and references several literature sources relevant to his topic.
Need for change in Education in U.S.A
The document discusses issues with the US education system based on data from various sources. It shows disparities in graduation rates, performance on standardized tests, and career outcomes between racial groups and income levels. It argues that schools need to provide more rigorous academics, especially in math and science, and alternative learning models to better prepare students for college and careers in a global economy.
2014 Case - Factors Impacting Quality of HS Education in NYC
This document summarizes a case study on factors impacting the quality of high school education in New York City from the perspective of students. It discusses the achievement gap between black/Hispanic and white students, issues with standardized testing and Common Core, school segregation, and challenges with school admissions processes and zoning. Students contributed research on specific topics like the education gap, standardized testing, school ratings, teacher unions, and charter schools. The case calls on teams to propose solutions to close various gaps and address segregation in NYC schools.
research proposal rough draft
This document proposes a research study to examine how parental involvement affects a child's academic performance. It hypothesizes that parental involvement decreases a child's anxiety, which leads to better school performance, and that social class and culture influence parental involvement and a child's outcomes. The proposed methodology includes telephone surveys of parents to collect self-reported data on demographics, parenting styles, involvement levels, and child outcomes, as well as observational home visits to study family environments and parent-child interactions. The goal is to better understand how parental involvement shapes academic achievement across socioeconomic backgrounds.
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis
Dr. Karen Weddle-West & Dr. Rosie Phillips Bingham, University of Memphis - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief, www.nationalforum.com
SummaryIn this chapter, we discussed the changing context of sch.docx
This document summarizes research on the influence of families on student success and the changing ways that teachers and schools interact with families. It discusses how the student population is becoming more diverse while the teaching force remains mostly white. Research shows that supportive family involvement can positively influence student achievement, regardless of socioeconomic status. New teaching practices aim to build partnerships with families by learning about their cultural backgrounds and sharing expertise. The document outlines benefits and challenges of these collaborative approaches.
Effects of Social Class on Academic Achievement
The Future of Public Education. This was the name of a course I took my first year at Franklin and Marshall College that changed my life. This course exposed me to the harsh realities of our public education system. As I continually reflect on my experiences within this system from K-12 I always look past the significant impact my socioeconomic status had on my experience. Having immigrant parents that did not go through a formal education system shaped me to become a student who is not afraid to ask for help. I strive to provide assistance to students in my position who come from lower socioeconomic backgrounds. This paper allowed me to explore my curiosities and review the works of many scholars that have dedicated their time to explore the impact of social class on students' academic achievement.
Osailan 1Hussam OsailanRyan ScarianoEnglish 201February.docx
Osailan 1
Hussam Osailan
Ryan Scariano
English 201
February 25, 2016
Free Education as a Popular Issue
The idea of free education is quickly becoming a controversial and much debated political topic throughout the world. Social media and the internet have provided people with a platform in which to express their opinions about whether or not education should be free for all without compromising quality. This picture, which is from a website for the British Green Party, shows one side of the free education debate. This topic originally interested me because I come from a country where education is free and where everyone has the opportunity to go to college or university regardless of economic status. In fact, I am in the United States right now because the government of Saudi Arabia has a multi-million dollar scholarship program that gives Saudi students the opportunity to study in the U.S. and other countries free of cost. After being in the U.S. for 3 years I now realize how lucky I am to have free education.
Supporters of free education argue that education has become more of a business enterprise rather than a basic human right. In addition, the cost of learning and education is placing an unnecessary economic burden on students who end up owing the government large amounts of money. In addition, the right to education is quickly turning into a privilege for those who can actually afford it. For example, I recently learned that my friend had to take out over $100,000 to help pay for her master’s degree at Georgetown University. I asked her to tell me more. She said that she was able to pay for her bachelor’s degree through government grants based on her income and age. She also attended community college where she paid for tuition on her own by working full time. Her experience gives a prime example of how complicated the current U.S. education system is and also what works and what doesn’t work. She is in extreme debt and will likely be in debt or a large portion of her life because of the loans she was forced to take out for only 2 years of schooling. While Georgetown is considered one of the top universities in the world and quality of education was definitely not compromised with her decision to attend there, she has expressed concern about whether or not the debt she has was worth it.
Supporters also say that education is a political choice, not a necessity. In fact, there are several countries with a free education system that seems to be working. Several of these countries are located in Europe, where the quality of education is not questioned. From what I’ve read, governments are able to subsidize the cost of tuition fees at universities and colleges through higher income tax. Many who are against free education argue that if the U.S. were to adopt a free education system that the income tax rates would skyrocket. In considering the policies of Saudi Arabia one more time I feel that we, again, are quite lucky. Free education d.
Dr. W.A. Kritsonis, National FORUM Journals, www.nationalforum.com
This document discusses efforts by senior administrators to increase graduation rates of students of color from preschool through graduate school. It outlines three key roles of senior administrators: 1) enhancing social integration of students of color by increasing diversity in student groups and leadership positions; 2) advocating for policies that strengthen academic preparedness, such as early intervention programs; and 3) addressing negative campus climates for minority students through surveys and student organizations.
AUTHORGerald V. Mohatt Joseph Trimble Ryan A. DicksonTITLE.docx
AUTHOR: Gerald V. Mohatt Joseph Trimble Ryan A. Dickson
TITLE: Psychosocial Foundations of Academic Performance in Culture-Based Education Programs for American Indian and Alaska Native Youth: Reflections on a Multidisciplinary Perspective
SOURCE: Journal of American Indian Education 45 no3 Special Issue 38-59 2006
COPYRIGHT: The magazine publisher is the copyright holder of this article and it is reproduced with permission. Further reproduction of this article in violation of the copyright is prohibited. To contact the publisher: http://coe.asu.edu/cie/
Since the Oglalas settled at Pine Ridge, it has been the contention of many policy makers that education is the panacea for the socio-economic ills besetting the society and the means for bringing Indians into the mainstream of American life. Education has been available to the Oglalas for 89 years and the problems remain almost as unresolved as they were that day in 1879 when Red Cloud helped to lay the cornerstone for the first school. For this (and other reasons), the educational system has often become the scapegoat among those impatient for greater progress. Blame has been placed on the schools for many of the social evils, personality disorders and general cultural malaise. But is it fair to expect the schools to counteract all of the negative aspects of the total socio-economic milieu? Is it realistic to expect the educational system alone to achieve a better life for the Oglalas when the environment offers few alternative economic goals and little opportunity to control one's destiny, when many children come from poverty-stricken and unstable family situations? True, the schools have failed in some respects, but the blame is not entirely theirs (Maynard & Twiss, 1970, p. 94).
Can we say the same thing today that was said by Maynard and Twiss and others 34 years ago? What accounts for American Indian/Alaska Native children dropping out at higher rates and having significantly lower academic performances than Euro-Americans? Is lower academic achievement due primarily to schooling or to community and familial factors? Are we following a path towards academic improvement for indigenous children? In this article, we argue that variables outside of the school environment and in-school variables must be carefully and concurrently considered in order to understand and improve the school performance and achievement of American Indian/Alaska Native children. Furthermore, for a culture-based education approach (CBE) to succeed it must chart a course toward a set of ideals and principles that are consistent with the dynamic nature of the lifeways and thoughtways of tribal or village cultures.
Culture-Based Educational Approach
The guiding assumption of CBE is that a discontinuity between home and school environments serves to confuse and alienate indigenous children, fostering a sense of inadequacy and lack of self-efficacy. Factors implicated in this discontinuity include value dif ...
Jack AlcineusBell, D. (2004). Silent covenants Brown v. Board.docx
Jack Alcineus
Bell, D. (2004). Silent covenants: Brown v. Board of Education and the unfulfilled hopes for racial reform. New York, NY: Oxford University Press.
This journal describes the author Bell acknowledging the difficulty in accepting the critical view of Brown's pragmatism: "Brown has become a legal landmark, an American icon embraced as a symbol of the nation's ability to condemn racial segregation and put the unhappy past behind us" (p. 130). In Chapter 3, Bell offers a provocative alternative decision to Brown, and argues that by upholding the Plessy v. Ferguson "separate but equal" decision, the Court could have encouraged more realistic and beneficial educational results for black students. Bell claims that in his personal evolution and recognized his responsibility to provide black students with an effective education. He offers two suggestions: reducing the disparities in school funding and the revival of alternative types of inner-city schools, such as independent, private, and charter schools and tuition vouchers. Bell cites several cases that have argued the issues of school financing and makes an integral point: "courts generally do not make the connection between unequal funding and race" (p. 163). Again, as was the case around the Brown decision, black students' needs are being compromised, yet little action has been taken to desegregate the funding (p. 161).
Clutterbuck-Cook, A. J. (2017). The Color of Law: A Forgotten History of How Our Government Segregated America. Library Journal, 142(6), 100-101.
Clutterbuck,
In his journal The Color of Law: A Forgotten History of How Our Government Segregated America, gives an account and history of how the current segregation in schools came to be. He argues that the primary reason for segregation is the government, which has tolerated policies that enhance the same. He goes ahead to give essential data informing us of the rate of prevalence of school segregation in each state. New York makes the list of cities with the highest school segregation practices. The materials also highlight some of the strategies that can be employed to reduce school segregation, which makes it useful for the formation of recommendations.
Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Presshttp://www.uvm.edu/~rgriffin/Darling-Hammond-Anatomy.pdf
The author in this article describes dozens of studies how children of color receive less attention in the classroom and have a harder time comprehending the material due to exterior factors. Minority children are usually punished for offenses caused within the classroom or due to behavior. Teachers have been found to hold negative attitudes in regards to their ability, language barrier, potential and personality traits. Most minority children have the least interaction with their teachers opposed to Caucasian children. Small schools and smaller learni ...
Research Paper Draft TPOLS496 Internship
The document discusses issues with the U.S. education system based on PISA test scores and proposes some solutions. It notes that while U.S. rankings have dropped on PISA, actual test scores have remained stagnant or risen slightly. The largest problem is the achievement gap between wealthy and poor students. To improve outcomes, the document argues that efforts should focus on alleviating poverty, equalizing school funding, pairing at-risk youth with mentors, raising standards for educators, and experimenting with teaching methods. Addressing socioeconomic inequalities is key to shrinking the achievement gap and improving the education system.
EDD614ASSIGNMENTCASE2Trident International University .docx
EDD614ASSIGNMENTCASE2
Trident International University
James Newton
EDD 614
Assignment Case 2
Dr. James Hodges
February 10, 2020
“Impact of Poverty on the Education Success of Children”
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary cross different communities, cultures and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Riedi, Dawn and Kim (2017) state that learners with the capacity to deliver high academic performance exist in all income levels across the United States. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds. A longitudinal qualitative study undertaken by Ramanaik et al. (2018) found that for many poor families, girls’ domestic tasks came at the cost of schooling with greater concerns regarding the need to safeguard their sexual purity. Furthermore, with the rising desire of the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Friels (2016) observes that scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Friels (2016), a combination of factors such as poverty, race and ethnicity have been the defining indicators of student academic attainment. For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financial stable backgrounds. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualit.
The Importance Of The Achievement Gap
The document discusses the achievement gap between African American children and other races in the US education system. It notes that despite laws establishing equal education, disparities remain. The achievement gap is influenced by numerous factors such as family income, wealth, and quality of education received. Solutions proposed include offering students more choices in requirements that match their learning styles and preparing them for college and careers. Overall, the achievement gap remains a complex issue with no single cause or solution.
Edd conference proposal presentation 2
Victor Davis is a doctoral student at Dowling College who earned degrees from Hofstra University and the College of St. Rose. He teaches social studies at East Islip High School. The document discusses Davis' background and credentials. It also provides information about the upcoming 40th Annual Conference of the National Alliance of Black School Educators in November 2012 in Nashville, Tennessee. The conference will have nearly 6,000 attendees from across the country participating in workshops and exhibits.
Edd conference proposal presentation 2
This document provides biographical information about Victor Davis and outlines his proposed dissertation study. It introduces Davis and his educational background. It then describes the upcoming NABSE conference in November 2012 in Nashville, TN. Next, it includes the mission statement of NABSE. Davis' problem statement asks how the new Common Core standards are addressing the achievement gap for African American males in math and English. The abstract, variables, methodology, and literature review sections provide an overview of Davis' proposed quantitative and qualitative study analyzing the impact of the Common Core pedagogical shifts on the achievement gap.
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SummaryIn this chapter, we discussed the changing context of sch.docx
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Osailan 1Hussam OsailanRyan ScarianoEnglish 201February.docx
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- 1. IB Math Studies Internal Assessment What is the correlation between the race demographic and weighted GPA in Old Mill High School? School Name: Old Mill High School Teacher: Hartshorn Date: March 7th, 2014 Course: IB Math Studies Word Count: Name: Shauntia Ennels Ennels 1
- 2. What is the correlation between the race demographic and weighted GPA in Old Mill High School? Introduction Race demographic in the United States has been often recognized as very diverse. Having a African American, Barack Obama holding a high power in office as the president of the United States, and the Redskins honoring Native American’s just to name a few of societies recognizable cultural changes from how the US had been in the past. From segregation and tension when faced with cultural diffusion in the United States to embracing interracial relationships and seeing a wide representation of cultures in the government as well as school systems and widely known successful businesses. Most people, when looking at cultural diffusion, look on a national level instead of a city or state level. In most places such as Japan, and or Africa are represented by mainly one culture because of the development of the place mainly, but under development is one important topic that can affect future development of the location, quality of education. Education in well-developed locations such as the United States is very valued because of what education provides for us. Education helps inform us about past problems in the world and shows us new ways to prevent the situations from being destructive to well developed countries. Education is valued world-wide but may be questionable in small places such as Maryland because of opportunity as well as financial situations. For example Florida, back in 2013, had established a lower expectancy in education in African Americans and Hispanics because they are traditionally lower performing test groups, but if given the support and time to catch up to other traditionally higher performing groups like Caucasians and Asians. Excelling in the educational systems also means setting a line between having a high GPA and having a low GPA. Racial issues, such as the ones in Florida’s educational system, should be assessed to look at trends between Race and having a high or low GPA, and may affect the future of our nations educational system to provide a more proficient educational standard for all to help improve or 3rd world countries, as well as stop some of the world’s major issues such as global warming, racial tension, and depletion of crucial non-renewable resources. Studying some of Old Mill’s connection between race and GPA can open up into a bigger investigation in a national connection of race and GPA. Statement Of Task The main purpose of this investigation is to determine whether there is a connection between race and weighted GPA in Old Mill, and assessing the results to see if it can be applied to a bigger population. Looking at the weighted GPA will give some insight into what high level class they might take and excel in if the GPA Is higher than the average GPA for the Old Mill population. Looking at the race aspect will help you assess what races are more likely to take higher level classes and excel, taking lower level classes and excelling, taking lower level classes and failing, and taking higher level classes and failing. The ability to apply yourself and how much hard work you put into your everyday school work will also be considered. You would look at a range of 0 to 5.0 GPA in all weighted GPA’s given. Ennels 2
- 3. Plan of Investigation I will be investigating if there can possibly be a relationship between race and weighted GPA’s in Old Mill. With the collection of data that I have collected, a number of mathematical processes were used to analyze the data: a bar graph of the data, calculation of the least squares regression line and correlation coefficient. I am going to do a χ2 test on the data to show the dependence of weighted GPA’s and different races represented in Old Mill High School. Ennels 3
- 4. Mathematical Investigation Collection of Data Data Table 1: Represents the mean weighted GPA’s of the main core classes for 9th grade (A=4,B=3,C=2,D=1,E=0) Race Math Science Social Studies Language Arts Average B B B C 3.00 Caucasian B A A B 3.6 Asian B A B B 3.75 Hispanic B C B A Native American A B B A African American Island/Pacificer (none represented) 3.5 Ennels 4
- 5. Data Table 2: Represents the mean weighted GPA’s of the main core classes for 10 th grade (A=4,B=3,C=2,D=1,E=0) Math Science Social Studies Language Arts Average African B American Caucasian B C B C 2.5 A B B 3.25 Asian A A B B 3.5 Island/Pacificer (none represented) Hispanic B C C A 2.75 Native American (not represented) Ennels 5
- 6. Data Table 3: Represents the mean weighted GPA’s of the main core classes for 11 th grade (A=4,B=3,C=2,D=1,E=0) Math Science Social Studies Language Arts Average C C B C 3.00 Caucasian B A A B 3.6 Asian A A A B 3.75 Island/Pacificer (none represented) Hispanic B C B A Native American A B B A African American 3.5
- 8. Works Cited "Ethnic studies." Wikipedia. Wikimedia Foundation, 22 Feb. 2014. Web. 23 Feb. 2014. <http://en.wikipedia.org/wiki/Ethnic_studies>. Ramos, Zuania. "Ethnic Stereotypes In Schools: We Are All Part Of The Problem." The Huffington Post. TheHuffingtonPost.com, 10 Dec. 2012. Web. 14 Feb. 2014. <http://www.huffingtonpost.com/2012/12/10/ethnic-stereotypes-inschools_n_2272873.html>. Saidel, Mia. "High School Chronicles: Racial Stereotypes." North Potomac-Darnestown Patch. N.p., 2 Jan. 2014. Web. 14 Feb. 2014. <http://northpotomac.patch.com/groups/miasaidels-blog/p/bp--high-school-chronicles-racial-stereotypes>.