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EPS 700 Quantitative Methods I (Fall 2022)

Collaborative Project

Part I: NHES School Readiness Survey

1. Data Description

The two primary, repeating early childhood surveys are the School Readiness (SR-NHES) and Early Childhood Program Participation (ECPP-NHES or ECE-NHES) surveys. The School Readiness survey was conducted in 1993 and 2007, with a limited number of questions asked in the Parent-NHES survey of 1999. The Early Childhood Program Participation surveys occurred in 1991, 1995, 2001, and 2005, with a subset of questions also asked in 1999.

The National Household Education Survey, 2007 School Readiness (SR-NHES: 2007; https://nces.ed.gov/nhes/surveytopics_early.asp) is a cross-sectional survey that collects data directly from households on educational issues. This study was conducted using address based sample, self-administered questionnaires of households. Households in 2007 were sampled. The study's response rate was 53.2 percent. Key statistics produced from SR-NHES: 2007 are children's readiness for school.

The SR-NHES: 2007 include questions on the following topics:

· children's home literacy activities with family members

· school adjustment

· early school experiences

Extensive background and household information was also collected about children and their families.

2. Variables

The entire survey data contains 640 variables. I have selected 15 among them and created a reduced data set. The codebook is also included.

BASMID         Unique child identifier

AGE2006        Child's age as of Dec 31, 2006

HOMESCHL   Is child homeschooled?

CPNNOW       Is child now attending a daycare center, preschool, prekindergarten, or Head Start program?

CPNEVER      Has child ever gone to a daycare center, preschool, prekindergarten, or Head Start program?

CPHRS            How many hours each week does child go to a daycare center or preschool program?

DPCOLOR      Can child identify the colors red, yellow, blue, and green by name?

DPLETTER     Can (he/she) recognize the letters of the alphabet?

DPCOUNT      How high can child count?

DPNAME        Can child write (his/her) first name, even if it’s not quite right?

DPRHYME      Can child rhyme words?

DPSPEAK       When (he/she) speaks, how often is child understandable to a stranger?

SEDOWELL   How many times have your child’s teachers contacted you about something your child is doing well?

HABOOKS       About how many books does child have of (his/her) own (including those shared)?

FOREADTO     How many times have you or someone in your family read to child in the past week?

FORDDAY       About how many minutes did you or someone in your family read to (him/her) per day?

FOPICTR          While reading, how often do you ask child to tell you what is in a picture?

FOLETTR         While reading, how often do you point out letters to your child?

FOCHREAD     While reading, how often do you ask child to read with you?

FOTLKSTR       While reading, how often do you talk about the story and what happened when the book is done?

FOGAMES1       In the past week, has anyone in the family played board games or done puzzles with child?

FODINNER        In the past week, how many times has most or all of your family eaten dinner together?

FORTVPRG      Whether or not family has rules about how much or what kind of TV child can watch.

PARREAD         In the past week, how often did any adult in your household read a book, newspaper or magazine?

RPSHARE          How important do you think it is to teach your child about sharing?

RPREAD            How important do you think it is to teach your child to read?

RPNUMB           How important do you think it is to teach your child numbers?

HINCOME         Range of total household income

DISBLTY2         Child has a disability including Autism/ADD/PDD.

FAMILY             Family type/structure

PARGRADE07   Highest level of parent/guardian education (including same sex partners)

RACEETHN       Race-ethnicity of child

TVHOURS          Hours child watches TV in a typical week (including weekend).

ZIPLOCL            Community classification for the zip code

3. Example Research Questions

Group 1

a. What proportion of families have rules about how much or what kind of TV children can watch? How much total TV do young children watch during a typical week?

b. Is there a difference in the number of hours of TV watched per week between homeschooled children and the others?

Group 2

c. What is the relationship between the number of books a child owns and how many times an adult reads to the child?

d. What is the relationship between the number of books a child owns and how many minutes an adult reads to the child per day?

Group 3

e. Is there a relationship between playing board games and how high a child can count?

f. Is there a relationship between how much adults in the household read and a child’s letter recognition?

Group 4

g. What is the relationship between how important parents think it is to teach their child to read and to teach their child numbers?

h. Is there a difference between how often teachers contact the parents of kids with disabilities to tell them that their child is doing well and how often they contact the parents of children without disabilities?

In addition to the two given research questions, each group needs to design three more research questions using variables of your own interests in this dataset. Please address each research question using appropriate statistical and graphical tools, report results in APA format, and summarize your results using accessible language without jargons.

4. Guidelines

a. Treat it as your own data set and determine the level of measurement with justifiable reasons. It is critically important that you identify the level of measurement (Measure) for the variables before performing any analysis.

b. Classify variables as either categorical or continuous, and then decide appropriate numerical summary (descriptive statistics) for the data. Report the results in APA format.

c. Provide appropriate graphical displays.

d. If applicable, conduct appropriate statistical tests to examine the patterns in the data and see if it is “real” or due to chance.

e. Interpret the results within the context of the data. Raise any questions you may have (e.g., limitation, implication or future directions).

f. Do not copy and paste SPSS output tables. Create your own summary tables without redundant information. Modify the graphical displays generated in SPSS and make them legible.

g. Use PPT, beamer, or any presentation tool you prefer to display your analyses and findings.

h. Make sure every team member contributes to the project and understand the procedures.

Part II: Create a Concept Map (What I have learnt in this course)

Instruction: Create a concept map to summarize the key terms covered in this course. Concept map is an effective and fun approach to organize and structure knowledge. The textbook provides some examples of concept maps. You are free to use any format you prefer to generate a concept map.

Planning your project presentation on November 30, 2022.

Session I: Each group has 20 minutes to present the outcomes of part I.

Session II: Each group has 10 minutes to discuss the concept map (i.e., part II).