Year 4 Statistics Homework

[Cristy Borovetz]

Katrina Archuleta, 17, helps her sister, Amani Gonzalez, 5, with math homework at their home in Denver in January. Their family of eight has been living in a three-bedroom apartment as soaring home prices and rents have made it difficult for entry-level and low-income buyers to find larger homes. (AAron Ontiveroz/The Denver Post via Getty Images)Some 15% of U.S. households with school-age children do not have a high-speed internet connection at home, according to a new Pew Research Center analysis of 2015 U.S. Census Bureau data. New survey findings from the Center also show that some teens are more likely to face digital hurdles when trying to complete their homework.

At its most extreme, the homework gap can mean that teens have trouble even finishing their homework. Overall, 17% of teens say they are often or sometimes unable to complete homework assignments because they do not have reliable access to a computer or internet connection.

This is even more common among black teens. One-quarter of black teens say they are at least sometimes unable to complete their homework due to a lack of digital access, including 13% who say this happens to them often. Just 4% of white teens and 6% of Hispanic teens say this often happens to them. (There were not enough Asian respondents in this survey sample to be broken out into a separate analysis.)

Teens also differ by income level when it comes to completing assignments: 24% of teens whose annual family income is less than $30,000 say the lack of a dependable computer or internet connection often or sometimes prohibits them from finishing their homework, but that share drops to 9% among teens who live in households earning $75,000 or more a year.

Other times, teens who lack reliable internet service at home say they seek out other locations to complete their schoolwork: 12% of teens say they at least sometimes use public Wi-Fi to complete assignments because they do not have an internet connection at home. Again, this problem is more prevalent for black or less affluent teens. Roughly one-in-five black teens (21%) report having to at least sometimes use public Wi-Fi for this reason, including 10% who say they often do so. And teens whose family income is below $30,000 a year are far more likely than those whose annual household income is $30,000 or higher to say that they do this (21% vs. 9%).

Lastly, 35% of teens say they often or sometimes have to do their homework on their cellphone. Although it is not uncommon for young people in all circumstances to complete assignments in this way, it is especially prevalent among lower-income teens. Indeed, 45% of teens who live in households earning less than $30,000 a year say they at least sometimes rely on their cellphone to finish their homework.

This page shows the year group and class-level homework completion rates for the last 6 weeks, as well as the overall average for the selected year vs. all other year groups in the school (total completion and at hand-in). We only consider a homework to be complete once the student has answered 100% of questions correctly.

Gallup: The Gallup survey found over half (51%) of U.S. teens (13-19) spend a minimum of four hours daily on social media, at an average of 4.8 hours every day on social media. The survey found, on average, female teens spend nearly one-hour (5.3 hours) more each day on social media than their male (4.4 hours) counterparts. Looking at specific social media websites, YouTube and TikTok are the most popular among both genders.

The survey found social media usage peaks at the age of 17 for both genders with an average of 5.8 hours each day. Also, 62% of 17-year-olds spend 4+ hours on social media daily. The survey found time spent with social media was lowest among 13-year-olds at 4.1 hours daily.

Gallup reported 25% of parents strongly agreed with the statement they limit the screen time of their children (age 3-to-19). At 41%, parents who consider themselves very conservative strongly agree on restrictions on screen time. Conversely, 26% of parents that consider themselves conservative agree on social media time restrictions. Only 23% of parents that consider themselves moderate, liberal or very liberal agree on time restrictions.

The teens surveyed said they spend 1.8 hours less time on social media if their parents strongly agree on restrictions, compared to parents who strongly disagree. Gallup also reported that 76.7% of teens said they spend two or more hours on social media and only 29.1% said they spend that much time doing their homework.

Among other streaming platforms, Hulu ranked third at 7%. Piper Sandler noted the share of video time spent grew for both Prime Video and Disney+ compared to earlier this year. In contrast, teens were spending less time with cable television, Max and Hulu.

Looking at social media, Piper Sandler found teens were spending approximately 4.5 hours daily on social media. The survey found 38% of teens said TikTok was its favorite social media outlet, followed by Snap and Instagram. In self-reported monthly usage however, Instagram ranked first. Piper Sandler found 87% of teens own an iPhone with 88% responding they expect the iPhone to be their next mobile purchase

Piper Sandler surveys also track the purchasing activities of teens. For its latest survey, teens self-reported that they spend $2,316 annually, a 4% falloff from the spring survey and 1% lower from last fall. Male teens reported year-over-year spending increased by 11%, on the other hand, female teens said their spending dropped by 8%.

Piper Sandler noted for the first time since 2019 cosmetics has surpassed skincare as the leading subcategory in beauty. For cosmetics brands, e.l.f. Beauty Inc. led with female teens increasing its share to 29%. For retailers, Sephora has a 37% share followed by Ulta at 32%. Amazon AMZN remains, by a wide margin, the most popular online shopping site with 59% share, Shein ranked second at 7%.

Met Life has published an annual survey of teachers since 1984. In 1987 and 2007, the survey included questions focusing on homework and expanded to sample both parents and students on the topic. Data are broken out for secondary and elementary parents and for students in grades 3-6 and grades 7-12 (the latter not being an exact match with secondary parents because of K-8 schools).

One hour of homework is the median estimate for both secondary parents and students in grade 7-12, with 55% of parents reporting an hour or less and about two-thirds (67%) of students reporting the same. As for the prevalence of the heaviest homework loads, 11% of secondary parents say their children spend more than two hours on weekday homework, and 12% is the corresponding figure for students in grades 7-12.

The Met Life surveys in 1987 and 2007 asked parents to evaluate the amount and quality of homework. Table 2-3 displays the results. There was little change over the two decades separating the two surveys. More than 60% of parents rate the amount of homework as good or excellent, and about two-thirds give such high ratings to the quality of the homework their children are receiving. The proportion giving poor ratings to either the quantity or quality of homework did not exceed 10% on either survey.

Parental dissatisfaction with homework comes in two forms: those who feel schools give too much homework and those who feel schools do not give enough. The current wave of journalism about unhappy parents is dominated by those who feel schools give too much homework. How big is this group? Not very big (see Figure 2-3). On the Met Life survey, 60% of parents felt schools were giving the right amount of homework, 25% wanted more homework, and only 15% wanted less.

[iv] Data for other years are available on the NAEP Data Explorer. For Table 1, the starting point of 1984 was chosen because it is the first year all three ages were asked the homework question. The two most recent dates (2012 and 2008) were chosen to show recent changes, and the two years in the 1990s to show developments during that decade.

Starting with pseudo-code, generate functions for 1) Cleaning thedata for any empty/missing cases, 2) Extract the year from each filename, 3) Calculate Abundance for each year (Total number of individualsfound), 4) Calculate Species Richness for each year(Number of uniquespecies found)

Using a for loop, run your created functions as a batch processfor each folder, changing the working directory as necessary to read inthe correct files, calculating summary statistics with your createdfunctions, and then writing them out into your summary statistics dataframe.

Write a function that takes as input two integers representingthe number of rows and columns in a matrix. The output is a matrix ofthese dimensions in which each element is the product of the row numberx the column number.

Use the code from the upcoming April 2nd lecture (RandomizationTests) to design and conduct a randomization test for some of your owndata. You will need to modify the functions that read in the data,calculate the metric, and randomize the data. Once those are set up, theprogram should run correctly calling your new functions. Also, to makeyour analysis fully repeatable, make sure you set the random number seedat the beginning (use either set.seed() in base R, orchar2seed in the TeachingDemospackage

For comparison, calculate in R the standard statistical analysisyou would use with these data. How does the p-value compare for thestandard test versus the p value you estimated from your randomizationtest? If the p values seem very different, run the program again with adifferent starting seed (and/or increase the number of replications inyour randomization test). If there are persistent differences in the pvalue of the standard test versus your randomization, what do you thinkis responsible for this difference?

Dantzig is known for his development of the simplex algorithm,[1] an algorithm for solving linear programming problems, and for his other work with linear programming. In statistics, Dantzig solved two open problems in statistical theory, which he had mistaken for homework after arriving late to a lecture by Jerzy Neyman.[2]

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