andrew_gelman_stats andrew_gelman_stats-2010 andrew_gelman_stats-2010-261 knowledge-graph by maker-knowledge-mining
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Introduction: Paul Bleicher writes: This simply screams “post-hoc, multiple comparisons problem,” though I haven’t seen the paper. A quote from the online news report : The findings revealed that kindergarten matters–a lot. Students of kindergarten teachers with above-average experience earn $900 more in annual wages than students of teachers with less experience than average. Being in a class of 15 students instead of a class of 22 increased students’ chances of attending college, especially for children who were disadvantaged . . . Children whose test scores improved to the 60th percentile were also less likely to become single parents, more likely to own a home by age 28, and more likely to save for retirement earlier in their work lives. I haven’t seen the paper either. $900 doesn’t seem like so much to me, but I suppose it depends where you stand on the income ladder. Regarding the multiple comparisons problem: this could be a great example for fitting a multilevel model . S
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2 A quote from the online news report : The findings revealed that kindergarten matters–a lot. [sent-2, score-0.787]
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4 Being in a class of 15 students instead of a class of 22 increased students’ chances of attending college, especially for children who were disadvantaged . [sent-4, score-1.427]
5 Children whose test scores improved to the 60th percentile were also less likely to become single parents, more likely to own a home by age 28, and more likely to save for retirement earlier in their work lives. [sent-7, score-1.893]
6 $900 doesn’t seem like so much to me, but I suppose it depends where you stand on the income ladder. [sent-9, score-0.37]
7 Regarding the multiple comparisons problem: this could be a great example for fitting a multilevel model . [sent-10, score-0.5]
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Introduction: Paul Bleicher writes: This simply screams “post-hoc, multiple comparisons problem,” though I haven’t seen the paper. A quote from the online news report : The findings revealed that kindergarten matters–a lot. Students of kindergarten teachers with above-average experience earn $900 more in annual wages than students of teachers with less experience than average. Being in a class of 15 students instead of a class of 22 increased students’ chances of attending college, especially for children who were disadvantaged . . . Children whose test scores improved to the 60th percentile were also less likely to become single parents, more likely to own a home by age 28, and more likely to save for retirement earlier in their work lives. I haven’t seen the paper either. $900 doesn’t seem like so much to me, but I suppose it depends where you stand on the income ladder. Regarding the multiple comparisons problem: this could be a great example for fitting a multilevel model . S
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Introduction: Wayne Folta writes, “In light of your recent blog post on women in higher education, here’s one I just read about on a techie website regarding elementary education”: Why do girls get better grades in elementary school than boys—even when they perform worse on standardized tests? New research . . . suggests that it’s because of their classroom behavior, which may lead teachers to assign girls higher grades than their male counterparts. . . . The study, co-authored by [Christopher] Cornwell and David Mustard at UGA and Jessica Van Parys at Columbia, analyzed data on more than 5,800 students from kindergarten through fifth grade. It examined students’ performance on standardized tests in three categories—reading, math and science-linking test scores to teachers’ assessments of their students’ progress, both academically and more broadly. The data show, for the first time, that gender disparities in teacher grades start early and uniformly favor girls. In every subject area, bo
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Introduction: In discussing the ongoing Los Angeles Times series on teacher effectiveness, Alex Tabarrok and I both were impressed that the newspaper was reporting results on individual teachers, moving beyond the general research findings (“teachers matter,” “KIPP really works, but it requires several extra hours in the school day,” and so forth) that we usually see from value-added analyses in education. My first reaction was that the L.A. Times could get away with this because, unlike academic researchers, they can do whatever they want as long as they don’t break the law. They don’t have to answer to an Institutional Review Board. (By referring to this study by its publication outlet rather than its authors, I’m violating my usual rule (see the last paragraph here ). In this case, I think it’s ok to refer to the “L.A. Times study” because what’s notable is not the analysis (thorough as it may be) but how it is being reported.) Here I’d like to highlight a few other things came up in our
Introduction: Alex Tabarrok reports on an analysis from the Los Angeles Times of teacher performance (as measured by so-called value-added analysis, which is basically compares teachers based on their students’ average test scores at the end of the year, after controlling for pre-test scores. It’s well known that some teachers are much better than others, but, as Alex points out, what’s striking about the L.A. Times study is that they are publishing the estimates for individual teachers . For example, this: Nice graphics, too. To me, this illustrates one of the big advantages of research in a non-academic environment. If you’re writing an article for the L.A. Times, you can do what you want (within the limits of the law). If you’re doing the same research study at a university, there are a million restrictions. For example, from an official documen t, “The primary purpose of an Institutional Review Board (IRB) is to protect the rights and welfare of human subjects participati
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Introduction: Rachel Schutt (the author of the Taxonomy of Confusion) has a blog! for the course she’s teaching at Columbia, “Introduction to Data Science.” It sounds like a great course—I wish I could take it! Her latest post is “On Inspiring Students and Being Human”: Of course one hopes as a teacher that one will inspire students . . . But what I actually mean by “inspiring students” is that you are inspiring me; you are students who inspire: “inspiring students”. This is one of the happy unintended consequences of this course so far for me. She then gives examples of some of the students in her class and some of their interesting ideas: Phillip is a PhD student in the sociology department . . . He’s in the process of developing his thesis topic around some of the themes we’ve been discussing in this class, such as the emerging data science community. Arvi works at the College Board and is a part time student . . . He analyzes user-level data of students who have signed up f
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Introduction: Paul Bleicher writes: This simply screams “post-hoc, multiple comparisons problem,” though I haven’t seen the paper. A quote from the online news report : The findings revealed that kindergarten matters–a lot. Students of kindergarten teachers with above-average experience earn $900 more in annual wages than students of teachers with less experience than average. Being in a class of 15 students instead of a class of 22 increased students’ chances of attending college, especially for children who were disadvantaged . . . Children whose test scores improved to the 60th percentile were also less likely to become single parents, more likely to own a home by age 28, and more likely to save for retirement earlier in their work lives. I haven’t seen the paper either. $900 doesn’t seem like so much to me, but I suppose it depends where you stand on the income ladder. Regarding the multiple comparisons problem: this could be a great example for fitting a multilevel model . S
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Introduction: Paul Bleicher writes: This simply screams “post-hoc, multiple comparisons problem,” though I haven’t seen the paper. A quote from the online news report : The findings revealed that kindergarten matters–a lot. Students of kindergarten teachers with above-average experience earn $900 more in annual wages than students of teachers with less experience than average. Being in a class of 15 students instead of a class of 22 increased students’ chances of attending college, especially for children who were disadvantaged . . . Children whose test scores improved to the 60th percentile were also less likely to become single parents, more likely to own a home by age 28, and more likely to save for retirement earlier in their work lives. I haven’t seen the paper either. $900 doesn’t seem like so much to me, but I suppose it depends where you stand on the income ladder. Regarding the multiple comparisons problem: this could be a great example for fitting a multilevel model . S
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