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Description

Step 1: Choose a set of data to work with.

Below are links to different Excel/csv files with sets of data reported by either the U.S. Census bureau, the U.S. Centers for Disease Control,  or U.S. Department of Education Office of Civil Rights. You will choose one of these files to use for both parts of this project.  If the Excel/csv file has more than one column of data, you will choose only one column to use. If you need help or clarification about what to do or what the data represents, PLEASE contact me.  CSV (Comma Separated Values) files can be opened with Excel. Download the file, open Excel, and click on Data tab at the top.  Then choose Import from Text. Open the file you downloaded.  Choose Comma as the delimiter. Click Finish.  Then you can save it as an Excel file after that. (Lots of videos on YouTube on how to do this).

Here’s

more information about the US Census Bureau’s ACS data gathering

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FAQ file from the Department of Education Office of Civil Rights

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Days-missed-due-to-out-of-school-suspensions2015-16.xlsx

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Couple Type.csv

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AverageTravelTimeToWork.csv

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AverageProperty value.csv

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Average Weeks worked during past 12 months.csv

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Average Total person’s income.csv

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Average Self-employment income past 12 months.csv

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Average Number of rooms in Home.csv

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Average Household income.csv

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Average First mortgage payment.csv

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Average Age.csv

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Widowed in the past 12 months.csv

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Usual hours worked per week past 12 months.csv

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Teacher-Certification-and-Years-of-Experience2015-16.xlsx

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SAT-or-ACT-Participation-by-State2015-16.xlsx

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Table_of_Gross_Cigarette_Tax_Revenue_Per_State.csv

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Preschool-Enrollment2015-16.xlsx

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PerStateSchoolSystemExpendituresInstrucitionTotalPerPupil.xlsx

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Number of times married.csv

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Number of persons in this household.csv

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Number of bedrooms.csv

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Military service.csv

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Households with Grandparents responsible for grandchildren.csv

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Step 2: Create a Grouped Frequency Table

Using the data set you chose in step 1, construct a grouped frequency table (distribution) that includes relative frequency, and cumulative relative frequency.  You will insert this into your file for submission.

Step 3: Create 2 Graphic Summaries of the Data

Using the data you chose in step 1, construct 2 different graphic summaries of the data that are appropriate and easy to read or understand. Make sure your graph has a title and all necessary parts are clearly labeled.  You will insert these 2 graphs into your file for submission. They can be either created by hand or with software.

Step 4: Make an Educated Guess/Estimation of the Mean of the Data

Now that you have worked with the data, make a guess/estimation about what you believe the mean of the data set you chose in step 1.

DO NOT CALCULATE THE MEAN – this MUST be an ESTIMATION, and the accuracy of your guess will not be evaluated/graded. Type up your guess/estimation as a complete sentence of the form:

I believe the mean of

(insert description of the data)

is

(insert your guess as a single numerical value).

For example: I believe the mean of the average cost of a pack of cigarettes in the U.S. is $6.50.

Step 5: Create, Complete, Save, and Submit your Part 1 Project File

Create a file in your favorite word processing software like Word or Google Docs, or Pages.

Save the file with the following format LastnameFirstnamePart1Spring21 (For example: SmithJoePart1Spring21)

At the top of the first page, type your name and describe the set of data you chose.

Insert your grouped frequency table from step 2, along with a brief (1 or 2 sentences) discussion of what you observe about the distribution of data in your table.

Insert your 2 graphs from step 3. After each graph, give a 2-3 sentence description of the graph and any observations that can be made from the graph.

Civil Rights Data Collection: Frequently Asked Questions
What is the Civil Rights Data Collection?
The Civil Rights Data Collection (CRDC) is a biennial (i.e., every other school year) survey required by
the U.S. Department of Education’s (Department) Office for Civil Rights (OCR) since 1968. Similar to
the 2011–12 and 2013–14 CRDCs, the 2015–16 CRDC collected data from a universe of all public local
educational agencies (LEA) and schools, including long-term secure juvenile justice facilities, charter
schools, alternative schools, and schools serving students with disabilities. The 2017–18 CRDC will
also collect information from a universe of public LEAs.
What is the purpose of the CRDC?
The CRDC collects data on leading civil rights indicators related to access and barriers to educational
opportunity at the early childhood through grade 12 levels. The CRDC is also a longstanding and critical
aspect of the overall enforcement and monitoring strategy used by OCR to ensure that recipients of the
Department’s Federal financial assistance do not discriminate on the basis of race, color, national origin,
sex, and disability. OCR relies on CRDC data it receives from public school districts as it investigates
complaints alleging discrimination, determines whether the Federal civil rights laws it enforces have been
violated, initiates proactive compliance reviews to focus on particularly acute or nationwide civil rights
compliance problems, and provides policy guidance and technical assistance to educational institutions,
parents, students, and others. In addition, the CRDC is a valuable resource for other Department offices
and Federal agencies, policymakers and researchers, educators and school officials, parents and students,
and the public who seek data on student equity and opportunity.
Under what authority does the Department conduct the CRDC?
Section 203(c)(1) of the 1979 Department of Education Organization Act conveys to the Assistant
Secretary for Civil Rights the authority to “collect or coordinate the collection of data necessary to ensure
compliance with civil rights laws within the jurisdiction of the Office for Civil Rights.” 20 U.S.C. §
3413(c)(1), https://www.gpo.gov/fdsys/granule/STATUTE-93/STATUTE-93-Pg668/content-detail.html.
The civil rights laws enforced by OCR include: Title VI of the Civil Rights Act of 1964, which prohibits
discrimination based on race, color, and national origin; Title IX of the Education Amendments of 1972,
which prohibits discrimination based on sex; and Section 504 of the Rehabilitation Act of 1973, which
prohibits discrimination on the basis of disability. OCR’s implementing regulations for each of these
statutes require recipients of the Department’s Federal financial assistance to submit to OCR “complete
and accurate compliance reports at such times, and in such form and containing such information” as
OCR “may determine to be necessary to enable [OCR] to ascertain whether the recipient has complied or
is complying” with these laws and implementing regulations. 34 CFR § 100.6(b), 34 CFR § 106.71, and
34 CFR § 104.61, located at www2.ed.gov/policy/rights/reg/ocr/index.html. In addition, pursuant to a
delegation by the Attorney General of the United States, OCR shares in the enforcement of Title II of the
Americans with Disabilities Act of 1990, which prohibits discrimination based on disability. Any data
collection that OCR has determined to be necessary to ascertain or ensure compliance with these laws is
mandatory. OCR also has jurisdiction under the Age Discrimination Act of 1975, and the Boy Scouts of
America Equal Access Act.
OCR works with Department offices to help them effectively carry out programs of Federal financial
assistance that the Secretary of Education is responsible for administering. See Sections 201, 202(g),
411(a), and 412 of the Department of Education Organization Act (20 U.S.C. §§ 3411, 3412(g), 3471(a),
and 3472). OCR works with the Department’s Office of Elementary and Secondary Education, which is
1
responsible for administering the Elementary and Secondary Education Act of 1965 (ESEA). Section
9533 of the ESEA (20 U.S.C. § 7913) prohibits discrimination in the administration of the ESEA in
violation of the Fifth or Fourteenth Amendments to the Constitution. In addition, Section 9534 of the
ESEA (20 U.S.C. § 7914) prohibits discrimination in funded programs on the basis of race, color, religion,
sex (except as otherwise permitted under Title IX), national origin, or disability. Thus, in addition to
OCR’s authority described above, the ESEA provides authority for the Department to mandate that LEAs
respond to this data collection.
What is different in the 2015–16 CRDC?
The revised 2015–16 CRDC is nearly identical to the 2013-14 CRDC previously approved by OMB in
February 2014 (OMB control #1870-0504). Minor changes were made to a few data elements in the
2015–16 CRDC to address comments received and questions raised by LEAs during the administration of
the 2013–14 CRDC. OMB approved the revisions to the 2015–16 CRDC under the Paperwork Reduction
Act on December 15, 2015, under Control Number 1870-0504. All the documentation submitted to OMB
can be found at this link.
OCR made three material changes to the 2015–16 CRDC. Specifically, OCR: (1) dropped the “students
transferred to a regular school for disciplinary reasons” data element; (2) added new “child count for 2year-olds served in LEA preschool” data element; and (3) expanded high school equivalency exam
preparation program student participation and credentials data elements to include state-authorized high
school equivalency exam preparation programs in addition to the General Educational Development
(GED) test preparation programs.
How does the 2015–16 CRDC differ from the 2013–14 CRDC?
Almost all of the data elements that were previously collected by the 2013–14 CRDC were collected by
the 2015–16 CRDC. A complete list of data elements included in the 2015–16 CRDC can be found at
this link.
The following data elements were new and required for the 2015–16 CRDC:
•
•
•
•
•
•
•
•
•
•
•
•
Number of students served by LEA in preschool programs in LEA and non-LEA facilities
(disaggregated by age 2)
Number of Algebra I classes in grades 7-8
Number of Algebra I classes in grades 9-12
Number of Algebra I classes in grades 7-8 taught by teachers with a mathematics certification
Number of students enrolled in Algebra I in grade 7
Number of students enrolled in Algebra I in grade 8 (disaggregated by race, sex, disability-IDEA,
LEP)
Number of students who passed Algebra I in grade 7
Number of students who passed Algebra I in grade 8 (disaggregated by race, sex, disabilityIDEA, LEP)
Number of Geometry classes in grades 9-12
Number of students enrolled in Geometry in grade 8
Number of students enrolled in Geometry in grades 9-12 (disaggregated by race, sex, disabilityIDEA, LEP)
Number of math classes in grades 9-12 taught by teachers with a mathematics certification
(Algebra I, Geometry, Algebra II, Advanced Math, Calculus)
The following data elements were revised and required for the 2015–16 CRDC:
•
•
Number of students ages 16-19 who participated in LEA-operated high school equivalency exam
preparation program (disaggregated by race, sex, disability-IDEA, LEP)
Number of students ages 16-19 who participated in LEA-operated high school equivalency exam
preparation program, succeeded on test, and received high school equivalency credential
(disaggregated by race, sex, disability-IDEA, LEP).
The following data elements were optional in the 2013–14 CRDC, but were required in the 2015–16
CRDC:
•
•
•
•
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•
•
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•
Number of incidents of violent and serious crimes
Number of school days missed by students who received out-of-school suspensions
Number of students transferred for disciplinary reasons to alternative schools
Number of instances of corporal punishment for students preschool through grade 12
Number of preschool students who received corporal punishment
Number of allegations of harassment or bullying on the basis of sexual orientation or religion
Number of students who participated in justice facility educational program, by specific length
Number of students enrolled in any distance education courses, or dual enrollment/dual credit
programs, and number of students who participate in a credit recovery program
Number of science classes in grades 9-12 taught by teachers with a science certification (Biology,
Chemistry, Physics)
Number of FTEs for psychologists, social workers, nurses, security guards, and sworn law
enforcement officers
School-level expenditures for teachers and total personnel (funded with federal and state/local
funds)
School-level expenditures and number of FTEs for instructional aides, support services staff, and
school administration staff (funded with federal and state/local funds; funded with state/local
funds), as well as amount of non-personnel expenditures (funded with federal and state/local
funds)
Number of preschool students served by the LEA in preschool programs in LEA and non-LEA
facilities
Number of students enrolled in LEA and served in non-LEA facilities only
Number of current teachers employed at the school, and number of teachers also employed at the
school in prior year
The following data elements were dropped for the 2015–16 CRDC:
•
•
•
•
•
•
•
Number of students transferred to a regular school for disciplinary reasons (disaggregated by
race, sex, disability, LEP).
Number of Algebra I classes in grades 7-12
Number of students enrolled in Algebra I in grades 7-8 (disaggregated by race, sex, disabilityIDEA, LEP)
Number of students who passed Algebra I in grades 7-8 (disaggregated by race, sex, disabilityIDEA, LEP)
Number of Geometry classes in grades 7-12
Number of students enrolled in Geometry in grades 7-12 (disaggregated by race, sex, disabilityIDEA, LEP)
Total amount of instructional staff (teachers & instructional aides) salaries
Which data for the CRDC are being collected through EDFacts?
To reduce the burden on LEAs, beginning with the 2009–10 CRDC, OCR leveraged data submitted to the
Department by state educational agencies (SEA). Specifically, school-level data on the number of
students served under the Individuals with Disabilities Education Act (IDEA) by disability category or
educational environment, and school-level data on the number of high school completers, collected by
the both the CRDC and the EDFacts collection, were dropped from the CRDC. Beginning with the
2009–10 CRDC, the EDFacts data were merged into the CRDC data set to provide more complete and
robust data for civil rights purposes, but with no additional burden on LEAs. Beginning with the 2017–
18 CRDC, student chronic absenteeism data will no longer be collected by the CRDC. The Department
began collecting that school-level data from SEAs through the EDFacts collection, beginning with data
for the 2016–17 school year. F o r the CRDC, OCR will continue to leverage school-level data
submitted through EDFacts to reduce the burden on LEAs.
How can I find out more about the CRDC and OCR?
For more information about the CRDC and OCR, please visit: http://crdc.ed.gov.
Source: US Census Bureau ACS 1-Year Estimates-Public Use Microdata Sample 2019
State
Number of bedrooms in home
Alabama
2.86
Alaska
2.44
Arizona
2.7
Arkansas
2.71
California
2.59
Colorado
2.85
Connecticut
2.68
Delaware
2.95
District of Columbia 2
Florida
2.61
Georgia
2.94
Hawaii
2.58
Idaho
2.98
Illinois
2.66
Indiana
2.78
Iowa
2.79
Kansas
2.81
Kentucky
2.76
Louisiana
2.74
Maine
2.58
Maryland
2.92
Massachusetts 2.64
Michigan
2.77
Minnesota
2.83
Mississippi
2.82
Missouri
2.73
Montana
2.75
Nebraska
2.81
Nevada
2.7
New Hampshire 2.63
New Jersey
2.71
New Mexico
2.7
New York
2.45
North Carolina 2.81
North Dakota
2.75
Ohio
2.76
Oklahoma
2.74
Oregon
2.64
Pennsylvania
2.77
Rhode Island
2.52
South Carolina 2.88
South Dakota
2.89
Tennessee
2.8
Texas
Utah
Vermont
Virginia
Washington
West Virginia
Wisconsin
Wyoming
2.71
3.31
2.65
2.92
2.67
2.73
2.7
2.89
Source: US Census Bureau ACS 1-Year Estimates-Public Use Microdata Sample 2019
Military service
Adults
(MIL)
17 and older
State
N/A (less than
Now
17on
years
active
On
old)duty
active duty
Onlyinon
theactive
past,
Never
duty
butserved
not
for now
training
in the military
in Reserves/National Guard
Alabama
1024330
16892
316872
73397 3471694
Alaska
171693
17858
58311
10937
472746
Arizona
1543850
23137
479576
66296 5165858
Arkansas
659604
6855
183022
42341 2125982
California
8391100
141845 1475976
233158 29270144
Colorado
1186784
34496
369037
45572 4122847
Connecticut 683149
9101
151332
37524 2684181
Delaware
192374
5568
70370
14640
690812
District of Columbia
121820
2736
25055
4344
551794
Florida
3996125
68688 1398876
204723 15809325
Georgia
2365067
50459
614203
99806 7487888
Hawaii
286236
46137
92820
20571
970108
Idaho
424279
4092
123017
22211 1213466
Illinois
2645972
22875
529890
99475 9373609
Indiana
1484203
4339
370327
71546 4801804
Iowa
681760
1099
177544
43620 2251047
Kansas
659046
19119
169920
38246 2026983
Kentucky
938995
14384
249177
48539 3216578
Louisiana
1030231
18611
229729
58889 3311334
Maine
232332
2230
98826
19487
991337
Maryland
1258997
31469
349465
57746 4348003
Massachusetts
1264838
5252
278505
71633 5272275
Michigan
2008668
3853
522508
77311 7374517
Minnesota 1231119
2770
274131
76310 4055302
Mississippi
655407
13201
152888
41536 2113117
Missouri
1294059
15598
388707
74353 4364711
Montana
212063
3787
84963
17771
750194
Nebraska
450855
5741
116405
25814 1335593
Nevada
650885
9237
210047
27903 2182084
New Hampshire
240903
1988
92554
16798 1007468
New Jersey 1828416
13264
301837
70852 6667821
New Mexico 447992
12828
134778
23528 1477703
New York
3779043
27029
656518
133066 14857905
North Carolina
2166672
91661
635515
109704 7484532
North Dakota 168825
6713
46014
14535
525975
Ohio
2424740
7887
661321
117632 8477520
Oklahoma
904877
20952
262981
50132 2718029
Oregon
814826
4353
262710
48770 3087078
Pennsylvania 2476869
11761
719724
135388 9458247
Rhode Island 191693
3523
49212
14699
800234
South Carolina
1050633
34451
351881
76939 3634810
South Dakota 205365
2134
60077
15943
601140
Tennessee 1423475
Texas
6971214
Utah
882643
Vermont
102733
Virginia
1753540
Washington 1577210
West Virginia 337961
Wisconsin 1196396
Wyoming
127434
18436
105220
3789
922
128434
61671
1309
3002
2844
414528
1405369
113679
33580
657023
515589
121908
313761
41814
68365 4904370
214530 20299548
35731 2170116
8772
477982
83216 5913306
68397 5392026
23181 1307788
73739 4235536
8126
398541

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