diff --git a/presentations/Tommy_Eaton_Data_400.md.html b/presentations/Tommy_Eaton_Data_400.md.html new file mode 100644 index 0000000..835ec70 --- /dev/null +++ b/presentations/Tommy_Eaton_Data_400.md.html @@ -0,0 +1,60 @@ +Tommy Eaton Data 400.md +

Tommy Eaton Data 400 Idea 1 Document:

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Research Question:

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1. Tractable Data:

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Data locationContents
NCES School Pulse Panel (SPP)Nationally available cellphone policy data including whether a school has a cell phone policy, types of policy, school characteristics, attendance/behavior indicators, State and District Identifiers.
The EdFacts Data CollectionProvides nationwide, school level data on attendance, chronic absenteeism, graduation rates, and assessment performance.
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Why am I using two different datasets?

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2. Data Retrieval:

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3. Specification of the Model:

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4. Implications for Stakeholders:

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5. Ethical, Legal and Societal implications:

+ + + \ No newline at end of file diff --git a/presentations/Tommy_Eaton_Data_400_Idea_2.md b/presentations/Tommy_Eaton_Data_400_Idea_2.md new file mode 100644 index 0000000..8f6987b --- /dev/null +++ b/presentations/Tommy_Eaton_Data_400_Idea_2.md @@ -0,0 +1,31 @@ +# Tommy Eaton Data 400 Idea 2 Document: + +# Research Question: + +- When a College or University wins a National Championship in basketball, football and hockey, how does winning a championship in 3 major sports effect the schools applications? Does winning a national chamionship in a sport cause more applications to the school? Do some sports cause more applications than others? + +# 1. Tractable Data: +| Data location | Contents | +| ------ | ------ | +| Sports Reference |This website has tracked the winners each year for national championships of all major division 1 sports and lists the schools that have won and the year they won.| +|IPEDS |Provides data on colleges nationwide and can create custom datasets with the variables that I want to include which would be enrollment, applications (if possible), acceptance rate, and test scores of the schools after they won a championship | + + + +# 2. Data Retrieval: +- Sports Reference: Download the data for each of the three major sports and all of the schools that won national championships over the last 20 years. [Sports Reference](https://www.sports-reference.com/cbb/postseason/) +- EDFacts Retrieval: Create a custom dataset with the list of schools that won the national championship and their data on enrollement, applications, acceptance rate and test ssores the year after they won. [IPEDS](https://nces.ed.gov/ipeds/datacenter/InstitutionByName.aspx?goToReportId=5&sid=5b318ed5-7d5d-400f-84f7-ef9569f45b31&rtid=5) + +# 3. Specification of the Model: + +- I will Be using a Difference in Differences Model that compares schools that have won a national chamionship vs a population of schools that did not win a national chamionship and their incoming sutdent data the following year. +- A baseline or other forms of a DiD model is the simplest and best way to estimate whether winning a national championship aka athletic success leads to an increase in incoming students. + +# 4. Implications for Stakeholders: +- Schools: With the new regulations regarding paying student athletes, schools are stakeholders because winning a national championship in a division 1 sport can lead to nationwide attention and an increase in potential student interest in your school. If your school recieves more applications due to winning a national championship, its given that the schools acceptance rate will go down due to the popularity of athletics, therefore schools recieve a certain level of academic prestige due to an increase in potential student intrest. +- Students: Potential students have alot of factors to consider when considering a school that usually focuses on academic goals and professional goals after school. But with schools spending more money on student athletes, does athletics play a significant role in students decision making to go to certain schools? +- Admissions: In admissions if you are reciving more applications due to athletic success, your job becomes increasingly harder, having to take a more in depth look at what students apply and in the end having to deny more students due to the increase in applications. +# 5. Ethical, Legal and Societal implications: +- Ethical: Due to the changes in college athletics and paying student athletes, the ethical dilemma that arises is whether or not spending more money on athletics whether through the school budget or through investors to increase your schools popularity and attention and profit is ethical. On the one hand, if you invest alot of money into athletes and you win lots of national championships and your school is thriving because of it is not a bad thing. But what happens when schools invest lots of money into athletics to raise popularity, and you have no success in those sports, that is a major risk many schools in the U.S take that could cost them emmensely. +- Legal: Is is legal in the world of college sports if one school has the ability to spend millions more money on their athletes compared to other schools? This could cause an imbalance of competition within the coliegate level of sports similar to the MLB in the sense that Teams with more money are able to sign the best players simply because they are able to pay more money than other teams. +- Societal: As a society we are drawn to success, whether that is academic, professional or athletic success. With the rise in paying student athletes, schools are basically signing big name highschool athletes in order to recruit more students to their school. Does athletic success at a school have a role in potential student enrollment, if so what is stopping schools from spending as much money as possible in sports in order to raise their popularity? Essentially creating a David vs goliath story of schools who spend money on athletics vs schools who do not. \ No newline at end of file diff --git a/presentations/Tommy_Eaton_Data_400_Idea_2.md.html b/presentations/Tommy_Eaton_Data_400_Idea_2.md.html new file mode 100644 index 0000000..ac322b8 --- /dev/null +++ b/presentations/Tommy_Eaton_Data_400_Idea_2.md.html @@ -0,0 +1,49 @@ +Tommy Eaton Data 400 Idea 2.md +

Tommy Eaton Data 400 Idea 2 Document:

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Research Question:

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1. Tractable Data:

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Data locationContents
Sports ReferenceThis website has tracked the winners each year for national championships of all major division 1 sports and lists the schools that have won and the year they won.
IPEDSProvides data on colleges nationwide and can create custom datasets with the variables that I want to include which would be enrollment, applications (if possible), acceptance rate, and test scores of the schools after they won a championship
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2. Data Retrieval:

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3. Specification of the Model:

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4. Implications for Stakeholders:

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5. Ethical, Legal and Societal implications:

+ + + \ No newline at end of file diff --git a/presentations/Tommy_Eaton_Data_400_idea_1.md b/presentations/Tommy_Eaton_Data_400_idea_1.md new file mode 100644 index 0000000..eb21a38 --- /dev/null +++ b/presentations/Tommy_Eaton_Data_400_idea_1.md @@ -0,0 +1,43 @@ +# Tommy Eaton Data 400 Idea 1 Document: + +# Research Question: + +- Do high school cellphone policies improve student academic performance measured through graduation rates, attendance and engagement between 2023 and 2025? + +# 1. Tractable Data: +| Data location | Contents | +| ------ | ------ | +| NCES School Pulse Panel (SPP) | Nationally available cellphone policy data including whether a school has a cell phone policy, types of policy, school characteristics, attendance/behavior indicators, State and District Identifiers. | +| The EdFacts Data Collection |Provides nationwide, school level data on attendance, chronic absenteeism, graduation rates, and assessment performance. | + +### Why am I using two different datasets? + +- There is not a single database that includes the three inportant varibles that I want to use in my model which is school cell phone policies, graduation rates of students and assessment performace. +- The School Pulse Panel is the only nationwide dataset that directly measures cellphone policy adoption and enforcement at the school level. +- EdFacts is the only nationwide, standardized dataset that includes school level academic performance indicators for every public school in the U.S. +- Because GPA is unavailable nationwide, I will use graduation rates, attendance, chronic absenteeism, and assessment performance as standardized academic outcome measures. +- I am also going to have to focus on a few specific states because the EdFacts data is by state. So I will pick 2 states with cell phonbe policies and 2 without. + + + +# 2. Data Retrieval: +- SPP Retrieval: Download the annual SSP files from NCES website from 2023-2025 and only extract the variables Cellphone policy indicators and School identifiers. [NCES School Pulse Panel](https://nces.ed.gov/surveys/spp/results.asp) +- EDFacts Retrieval: Download the Annual EdFacts files from the EDFACTS website from 2023-2025 and only extract the variables attendance, chronic absenteeism, graduation rates, assessment performance and demographics. [EDFacts](https://www.ed.gov/search?search_api_fulltext=Data&aggregated_field%5Bmin%5D=&aggregated_field%5Bmax%5D=&facet_topic%5B2297%5D=2297&sort_bef_combine=search_api_relevance_DESC&page=1) + +# 3. Specification of the Model: + +- I will Be using a Difference in Differences Model that compares schools that have cellphone policies to those who do not and how these policies effect graduation rates, assessment performance and attendence. +- A baseline or other forms of a DiD model is the simplest and best way to estimate whether cellphone policies cause changes in graduation rates, attendance, and assessment performance by comparing how schools who have or dont have cell phone policies change the acedemic performace of their students over time. + +# 4. Implications for Stakeholders: +- The topic of cellphone bans is relatively new and their is very minimal data on how it effects students academic performace. Study's on this topic are more focused on student engagement, cyberbullying, use of AI/cheating, overall health and well being of students health. +- The stakeholders for my project are Parents, Teachers, Students and Administrators of schools in the united states either with or without cell phone policies. +- Parents can use the information from my project to help properly inform them on their decision making it terms of whether or not they support these policies in schools and whether these policies are beneficial to their children while in school. +- Teachers can use the information from my project to help show them whether or not these cell phone policies are beneficial or detrimental to their students as well as their classroom enviorment. As well as inform them to whether or not they should support these policies in schools. +- Students can use the information from my project to inform them on the outcomes of these policies because they are at the center of these policies. Specifically whether they are positive or negative impacts and whether or not they need to do something to address this by talking to parents, teachers or administrators. +- Administrators can use the information from my project to inform them on whether or not the policies that they put into place are effective and the solution to the problem they are trying to address or if they need to try and address the problems another way. + +# 5. Ethical, Legal and Societal implications: +- The main ethical implications of this project is to show if these policies are actually beneficial for the students in these schools academically. Through other studies it has been shown that these policies are beneficial for the other issues including student engagement, cyberbullying, use of AI/cheating, overall health and well being of students health. All of these issues are all trying to address the same ethical dilemma which is it ethical to prevent a student access to their cellphone during the school day, and with so many stakeholders involved it is a very difficult question to answer. +- Legal implications would be is it possible to make these cell phone policies a federal mandate, because as of now they are only state or district wide so it is the state or districts decision. Another legal implication would be do these cellphone policies put the school in danger legally if a stuudent is unable to contact their parents in a time of need. +- Societal Implications would be this project could show how effective or ineffective these cell phone policies are academically for students and could impact how schools across the united states address their students and cell phones in their schools. \ No newline at end of file diff --git a/presentations/Tommy_Eaton_Demotest_data400.Rmd b/presentations/Tommy_Eaton_Demotest_data400.Rmd new file mode 100644 index 0000000..689b785 --- /dev/null +++ b/presentations/Tommy_Eaton_Demotest_data400.Rmd @@ -0,0 +1,18 @@ +--- +title: "My First Presentation" +subtitle: "⚔
with xaringan" +author: "Tommy Eaton" +institute: "Dickinson College" +date: "`r Sys.Date()`" +output: + xaringan::moon_reader: + lib_dir: libs + nature: + highlightStyle: github + highlightLines: true + countIncrementalSlides: false +--- + +# My Slide in Xaringan + +This is my First Slide \ No newline at end of file diff --git a/presentations/Tommy_Eaton_Demotest_data400.html b/presentations/Tommy_Eaton_Demotest_data400.html new file mode 100644 index 0000000..299f4ae --- /dev/null +++ b/presentations/Tommy_Eaton_Demotest_data400.html @@ -0,0 +1,173 @@ + + + + My First Presentation + + + + + + + + + + + + + + + + + + diff --git a/presentations/Tommy_Eaton_Demotest_data400_files/figure-html/cars-1.svg b/presentations/Tommy_Eaton_Demotest_data400_files/figure-html/cars-1.svg new file mode 100644 index 0000000..d73b501 --- /dev/null +++ b/presentations/Tommy_Eaton_Demotest_data400_files/figure-html/cars-1.svg @@ -0,0 +1,185 @@ + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + + +