Statistics

Investigating Immigration to the U.S.: Module Overview and Sample Lessons

The Investigating Immigration to the U.S. module focuses on describing, comparing, and making sense of categorical variables. Students investigate questions such as: Are there more immigrants in the U.S. today than in previous years? Where have immigrants to the U.S. come from, now and in the past? Are immigrants as likely as the U.S. born to be participating in the labor force, after adjusting for education?

Author/Presenter: 
SDLC Project Team
Year: 
2020
Short Description: 

This sample document contains 1) an overview of the module lessons and learning objectives and 2) the team data investigation for the module Investigating Immigration to the U.S.

Investigating Income Inequality in the U.S.: Module Overview and Sample Lessons

The Investigating Income Inequality in the U.S. module focuses on describing, comparing, and making sense of quantitative variables. Students deepen their understanding of this content by investigating questions such as: How have incomes for higher- and lower-income individuals in the U.S. changed over time? How much income inequality exists between males and females in the U.S.? Does education explain the wage gap between males and females?

Author/Presenter: 
SDLC Project Team
Year: 
2019
Short Description: 

This sample document contains 1) an overview of the module lessons and learning objectives, 2) the teacher guide for Lesson 6, titled How much income inequality exists between males and females in the U.S.?, and 3) the team data investigation for the module Investigating Income Inequality in the U.S.

Building Statistical Thinking with Social Justice Investigations and Social Science Data

This poster provides an overview of the Strengthening Data Literacy across the Curriculum (SDLC) project, which is developing and studying curriculum modules for non-AP high school statistics classes to promote interest and skills in statistical thinking and data science among diverse high school populations. This early-stage design and development project aims to engage students with data investigations that focus on issues of social justice, using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools.

Author/Presenter: 
Josephine Louie
Beth Chance
Soma Roy
Emily Fagan
Jennifer Stiles
William Finzer
Year: 
2020
Short Description: 

This poster provides an overview of the Strengthening Data Literacy across the Curriculum (SDLC) project, which is developing and studying curriculum modules for non-AP high school statistics classes to promote interest and skills in statistical thinking and data science among diverse high school populations. This early-stage design and development project aims to engage students with data investigations that focus on issues of social justice, using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools. Primary social justice topics are income inequality and immigration in the U.S. This poster was created for the SREE Spring 2020 Conference.

American Statistical Association 2020 Joint Statistical Meetings; Philadelphia, PA; Aug 1-6, 2020 - VIRTUAL

Event Date: 
Sat, 08/01/2020 (All day) to Thu, 08/06/2020 (All day)
Sponsoring Organization: 

Due to the COVID-19 pandemic, this conference will be held virtually.

To learn more, visit https://ww2.amstat.org/meetings/jsm/2020/.

DRK-12 Presenters:

  • Beth Chance and Soma Roy, Cal Poly State University; Josephine Louie, Education Development Center (EDC); Willian Finzer, Concord Consortium; Emily Fagan and Jennifer Stiles, Education Development Center (EDC)
Event Type: 
Discipline / Topic: 

Leveraging Open Source Tools across NSF-funded Projects: Partnerships, Integration Models, and Developer Communities

STEM Categorization: 
Day: 
Fri

Discuss the potential utility of CODAP and other open source tools in your work, effective cross-project partnerships, and supporting developer communities around open source materials.

Date/Time: 
9:15 am to 10:45 am
Session Materials: 

Goal: Participants will explore the spectrum of “working together” from collaboration to community. Alongside participant examples, CODAP will be used as a model to explore the range of possibilities.

Objectives: That participants

Session Types: 

Webinar on the Common Guidelines for Education Research and Development

Author/Presenter: 
Edith Gummer
Year: 
2014
Short Description: 

This webinar, led by Edith Gummer (formerly of NSF), discusses the guidelines outlined in the report co-authored by the Institute of Education Sciences, U.S. Department of Education and the National Science Foundation.

Learning as a Community: Maximizing the Impact of Research Syntheses in Science Education

Day: 
Tues

This interactive session is designed to promote critical thinking about current research practices and integrate a variety of perspectives on research syntheses and how they can help advance education research.

Date/Time: 
1:45 pm to 3:45 pm
2014 Session Types: 
Collaborative Panel Session
Session Materials: 

Examples of research practices that limit the validity of research syntheses are not difficult to find. For example, Education Development Center, Inc. (EDC), and Abt Associates reported in their Compendium of STEM Instruments that psychometric reporting practices in the STEM community tend to be insufficient, and this limited what they could learn from their synthesis.

Powering Up for the Head Start on Science Program: Using Power Analysis to Plan the Sample Size Required for a Multi-Site Cluster Randomized Trial

This intermediate session demonstrated how we conducted an a priori power analysis for a longitudinal,multisite cluster randomized trial of an early childhood science education program, then later revised it to accommodate budget changes suggested by the funder without compromising the viability of the study. We covered how the research questions, design, and analysis plan informed the power analysis approach; the software we used; and what the input parameters required actually represent.

Author/Presenter: 
Steven J. Pierce
Laurie A. Van Egeren
David Reyes-Gastelum
Lead Organization(s): 
Year: 
2012
Short Description: 

This intermediate session demonstrated how we conducted an a priori power analysis for a longitudinal,multisite cluster randomized trial of an early childhood science education program, then later revised it to accommodate budget changes suggested by the funder without compromising the viability of the study.

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