Part I:

a. On the print-out, circle the marginal distribution for School.
b. On the print-out, circle the joint distributions for Biling Status and School .
c. Which school has the largest percent of Biling Status = 0
(Native English Speaker)? Circle on print-out.
d. How many Biling Status =1 (IFEP) students are enrolled at School #1?
e. State the null and alternative hypotheses for the chi-square test for this table.
f. What is the observed value of chi-square and what are the degrees of freedom (circle them on the print-out)?
g. What is the critical value of chi-square?
h. State your conclusion.
i. Interpret the results.

a. What are your observations regarding the percent of D's and F's at each school?
b. Include the value of the percents in your response.
c. Give two variables that may be contributing to the observed differences.
d. The observed value of chi-square.
e. The critical value of chi-square.
f. The degrees of freedom.
g. State your conclusion.
h. Interpret the results.

3. One item on a survey given to a random sample of 2,340 parents of school-aged children asked, "If you had complete freedom of choice and factors, such as, transportation and money were no object, which of the following schooling situations would you select for you child/children?" The choices were a) Home Schooling, b) Neighborhood Public School, c) Magnet Public School, d) Private School (Religious), e) Private School (Non-Religious). Below are the responses to the item:

Type of School	Frequency
Home Schooling	230
Neighborhood Public School	410
Magnet Public School	550
Private School (Religious)	520
Private School (Non-Religious)	630

A similar survey was done in 1972 found the following results: 5% selected home schooling, 45% selected neighborhood public schools, 10% selected magnet schools, 25% selected private schools (religious), and 15% selected private schools (non-religious).

Test the pattern of frequencies between the current survey and the one given in 1972. Include:

a. The research hypothesis.
b. The null and alternative statistical hypotheses.
c. The observed value of chi-square.
d. The critical value of chi-square.
e. The degrees of freedom.
f. State your conclusion.
g. Interpret the results.

Part II:

In our next analyses, you will be focusing on the relationship between LANGNCE and MATHNCE at each school. In other words, is there a relationship between performance on the language test and performance on the mathematics test. How much of the variance in performance on the language test appears to account for performance on the mathematics test at each school?

Circle each of the results on your printouts.

1. Based on the scatter plots, how would you describe to association between LANGNCE and MATHNCE at each school?

2. What is the correlation between LANGNCE and MATHNCE at each school.

3. What is the value of the coefficient of determination at each school?

4. Given what you have learned about the characteristics of the students at each school, what are some of your thoughts regarding the difference between the two correlation coefficients?

5. The Spearman Rho Coefficients for LANGNCE with grades in Algebra at School Alpha =.1994 and at School Beta = .4136. What are your thoughts regarding why this difference in Spearman correlations occurred?

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