Business Finance – Operations Management Data analytical assignment 2

 to complete this assignment you have to download a free program called JASP link is provided in the assignment instructions.  need this by 4/21 5pm 

Jeffreys’s Amazing Software Program ($0.00)

·
JASP v19.03 available for free download

·

Download JASP – JASP – Free and User-Friendly Statistical SoftwareLinks to an external site.

This Assignment will use the same Texas STAAR Test Data from the One-Way Assignment. Similar to the first one, you will follow the instructions to create a 2×2 Full Factorial model to test whether the Test Prep Course significantly influences test scores, and whether this effect is greater in Females or Males.

 

To do this, you will use Test Prep and Gender as treatments and/or blocking factors, then test for a significant interaction.  You will follow steps to do this for all three test subjects in Questions 1-3, then upload the results in Question 4 just like last time. 

(If you are lost, don’t worry.  I will post a video in which I work through Reading for both assignments by Wednesday.  Then you can use that for direction in how to tackle the other two, so it’s probably worth waiting and not trying to rush through just to be done with it.)

Week 5 Analytical Assignment – Texas STAAR Exam Data x

 Download Week 5 Analytical Assignment – Texas STAAR Exam Data x

Texas STAAR Filter ANOVA Week 5 Data.csv

Download Texas STAAR Filter ANOVA Week 5 Data.csv

 

Top of Form

 

Flag question: Question 1

Question 130 pts

For large complex analyses such as these, you may wish to reboot your computer before you begin.  JASP uses a lot of virtual memory.  Load the Texas STAAR file into JASP, then make sure the that your data loaded correctly.  Since we have already examined the data, we will skip the descriptives this time.  Proceed to ANOVA and begin.  

Question 1: Analyze Math Scores

Next, you will use statistical analysis to determine whether the parent’s education level significantly influences a child’s test scores in math.  Open the correct module and name it ANOVA PrepxGen-Math.  Choose the appropriate analytical technique to test the following hypotheses for α=.05.: 

H0:μCompleted=μNone

H1:μCompleted≠μNone

 

H0:μFemale=μMale

H2:μFemale≠μMale

 

H0:μPrepij∗Female=μPrepij∗Male

H3:μPrepij∗Female≠μPrepij∗Male

 

Perform all necessary omnibus tests to ensure that the assumptions for the analysis have been met.  Include the Q-Q plot as a test for normality, but you may assume that normality has been met for all three dependent variables. We will not be performing nonparametric analyses in this assignment.  Test for homogeneity of variances, however if Levene’s test is significant (p < .05), then we will still perform the analyses using Type III Model since there is no variance correction for factorial ANOVA and we cannot test interactions using KW nonparametric techniques. 

Use the default Type III sum of squares model if homogeneity of variances can be assumed.  Include the descriptive statistics table for this analysis and use partial eta square to estimate the effect size of the treatment, block, and interaction.   

Perform post-hoc analysis using Tukey’s test for pairwise comparisons of the treatment, block, and interaction if appropriate.  Flag significant values, show the 95% CI, calculate Cohen’s d for effect size, select conditional comparisons for interactions, and also present the simple main effects. 

For visual presentation, also include descriptive plots with 95% error bars for Test Prep, with Gender displayed separately.  Then include raincloud plots displayed horizontally with Gender plotted separately. 

 

Use the results from ANOVA Parent-Math to answer the following questions:

 

Q1p1– What is the test statistic (F-value) for the Test Prep Course? 
        [ Select ]      [“14.551”, “”] 

Q1p2- What is the test statistic (F-value) for Gender?
         [ Select ]      [“5.155”, “”] 

Q1p3- What is the test statistic (F-value) for the Interaction Term?
         [ Select ]      [“3.188”, “”] 

Q1p4- What is the effect size (partial eta squared) for the Test Prep Course?
         [ Select ]      [“.067”, “0.067”] 

Q1p5- What is the effect size (partial eta squared) for Gender?
         [ Select ]      [“.025”, “0.025”] 

Q1p6- What is the effect size (partial eta squared) for the Interaction Term?
         [ Select ]      [“.015”, “0.015”] 

Q1p7- What is the p-value for Levene’s test?
         [ Select ]      [“.784”, “0.784”] 

Q1p8- What is the p-value for the interaction term?
         [ Select ]      [“.076”, “0.076”] 

Q1p9– Does the Test Prep Course significantly increase math exam scores? (yes/no) 
        [ Select ]      [“yes”, “”] 

Q1p10– Does the Test Prep Course benefit Females significantly more than Males? (yes/no) 
        [ Select ]      [“no”, “”] 

 

Move on to Question 2, where you will repeat this process using the reading exam scores. Do not close or delete the previous modules as you will only upload ONE results file for this assignment. 

 
 

Flag question: Question 2

Question 230 pts

Question 2: Analyze Reading Scores

Next, you will use statistical analysis to determine whether the parent’s education level significantly influences a child’s test scores in reading.  Open the correct module and name it ANOVA PrepxGen-Reading.  Choose the appropriate analytical technique to test the following hypotheses for α=.05.: 

H0:μCompleted=μNone
H1:μCompleted≠μNone
 
H0:μFemale=μMale
H2:μFemale≠μMale
 
H0:μPrepij∗Female=μPrepij∗Male
H3:μPrepij∗Female≠μPrepij∗Male
 
Perform all necessary omnibus tests to ensure that the assumptions for the analysis have been met.  Include the Q-Q plot as a test for normality, but you may assume that normality has been met for all three dependent variables. We will not be performing nonparametric analyses in this assignment.  Test for homogeneity of variances, however if Levene’s test is significant (p < .05), then we will still perform the analyses using Type III Model since there is no variance correction for factorial ANOVA and we cannot test interactions using KW nonparametric techniques.  Use the default Type III sum of squares model if homogeneity of variances can be assumed.  Include the descriptive statistics table for this analysis and use partial eta square to estimate the effect size of the treatment, block, and interaction.    Perform post-hoc analysis using Tukey's test for pairwise comparisons of the treatment, block, and interaction if appropriate.  Flag significant values, show the 95% CI, calculate Cohen's d for effect size, select conditional comparisons for interactions, and also present the simple main effects.  For visual presentation, also include descriptive plots with 95% error bars for Test Prep, with Gender displayed separately.  Then include raincloud plots displayed horizontally with Gender plotted separately.   

Use the results from ANOVA PrepxGen -Reading to answer the following questions:

 

Q2p1– What is the test statistic (F-value) for the Test Prep Course? 

Q2p2- What is the test statistic (F-value) for Gender?
 

Q2p3- What is the test statistic (F-value) for the Interaction Term?
 

Q2p4- What is the effect size (partial eta squared) for the Test Prep Course?
 

Q2p5- What is the effect size (partial eta squared) for Gender?
 

Q2p6- What is the effect size (partial eta squared) for the Interaction Term?
 

Q2p7- What is the p-value for Levene’s test?
 

Q2p8- What is the p-value for the interaction term?
 

Q2p9– Does the Test Prep Course significantly increase reading exam scores? (yes/no) 

Q2p10– Does the Test Prep Course benefit Females significantly more than Males? (yes/no) 

 

Move on to Question 3, where you will repeat this process using the writing exam scores. Do not close or delete the previous modules as you will only upload ONE results file for this assignment. 

 
 

Flag question: Question 3

Question 330 pts

Question 3: Analyze Writing Scores

Next, you will use statistical analysis to determine whether the parent’s education level significantly influences a child’s test scores in writing.  Open the correct module and name it ANOVA PrepxGen-Writing.  Choose the appropriate analytical technique to test the following hypotheses for α=.05.: 

H0:μCompleted=μNone
H1:μCompleted≠μNone
 
H0:μFemale=μMale
H2:μFemale≠μMale
 
H0:μPrepij∗Female=μPrepij∗Male
H3:μPrepij∗Female≠μPrepij∗Male
 
Perform all necessary omnibus tests to ensure that the assumptions for the analysis have been met.  Include the Q-Q plot as a test for normality, but you may assume that normality has been met for all three dependent variables. We will not be performing nonparametric analyses in this assignment.  Test for homogeneity of variances, however if Levene’s test is significant (p < .05), then we will still perform the analyses using Type III Model since there is no variance correction for factorial ANOVA and we cannot test interactions using KW nonparametric techniques.  Use the default Type III sum of squares model if homogeneity of variances can be assumed.  Include the descriptive statistics table for this analysis and use partial eta square to estimate the effect size of the treatment, block, and interaction.    Perform post-hoc analysis using Tukey's test for pairwise comparisons of the treatment, block, and interaction if appropriate.  Flag significant values, show the 95% CI, calculate Cohen's d for effect size, select conditional comparisons for interactions, and also present the simple main effects.  For visual presentation, also include descriptive plots with 95% error bars for Test Prep, with Gender displayed separately.  Then include raincloud plots displayed horizontally with Gender plotted separately.   

Use the results from ANOVA PrepxGen -Writing to answer the following questions:

 

Q3p1– What is the test statistic (F-value) for the Test Prep Course? 

Q3p2- What is the test statistic (F-value) for Gender?
 

Q3p3- What is the test statistic (F-value) for the Interaction Term?
 

Q3p4- What is the effect size (partial eta squared) for the Test Prep Course?
 

Q3p5- What is the effect size (partial eta squared) for Gender?
 

Q3p6- What is the effect size (partial eta squared) for the Interaction Term?
 

Q3p7- What is the p-value for Levene’s test?
 

Q3p8- What is the p-value for the interaction term?
 

Q3p9– Does the Test Prep Course significantly increase writing exam scores? (yes/no) 

Q3p10– Does the Test Prep Course benefit Males writing significantly more than Females? (yes/no) 

 

Export the Results of the entire assignment to pdf, then move on to Question 4, where you upload it for credit. 

Bottom of Form

Description:

The State of Texas Assessments of Academic Readiness, commonly referred to as its acronym STAAR, is a series of standardized tests used in Texas public primary and secondary schools to assess a student’s achievements and knowledge learned in the grade level. Starting in third grade, Texas students are required to take the State of Texas Assessment of Academic Readiness test, or STAAR, every year. This dataset contains test scores and demographic information for randomly selected third grade students from the Texoma region

This data set contains only data from randomly selected third-grade students in from the Texoma region in the 2023-2024 academic year. The data were collected for the purpose of identifying significant predictors in both the home environment and the scholastic setting that may influence educational outcomes. Of particular interest in this study is the evaluation of a new Prep Course designed to prepare children to be able to navigate and succeed on standardized tests. This course was introduced to select schools on a trial basis to determine the efficacy of the program. Also of interest is the family socioeconomic status, indicated by the highest education level of either parent (or guardian) and the indication whether the child qualifies for free or discounted lunch. Test scores are percentile ranks relative to the statewide performance of third grade students in the three facets of the STAAR test: math, reading, and writing. The following measures were included in the data:

Variables:

·
StudentID – Participant’s identification number which looks strangely similar to the original row number of the dataset.

·
Gender – The biological sex of the child, i.e. Female/Male.

·
Testing Group – Unique testing identifier provided to make this appear to be a true randomized block design.

·
Parental Level of Education – the highest education level completed by either parent (or guardian), categorized by: High School, Some College, Associates Degree, or Bachelors Degree. 

·
Lunch – Binary measure indicating whether or not the child is eligible for free or discounted lunch, indicated by free/reduced for qualifying students and standard for students paying the standard fees. 

·
Test Prep Course– Binary measure to indicate the completion of the newly introduced Prep Course before STAAR testing began in Spring 2024. This measure is indicated as Complete for those whose schools were included in the initiative in time to complete the program or None if the student’s school was not included. 

2

4

None

Female
Group B
Associates Degree
Standard
None

3

7
Female
Group B

Standard

8
Male
Group B
Some College
Free/Reduced
None

Female
Group B

Free/Reduced
None

Female
Group B
High School
Standard
None

Male
Group A
Some College
Standard
Completed
78
72

Female
Group B
Some College
Free/Reduced
Completed
65

70

Male
Group B
Some College
Standard
None

Female
Group B
Some College
Standard
None

65

40
Male
Group B
Associates Degree
Free/Reduced
None
57

57

43
Female
Group B
Associates Degree
Standard
None

65

44
Male
Group B
Some College
Free/Reduced
Completed

65

Male
Group B
Associates Degree
Standard
None
65
54
57

47
Female
Group A
Associates Degree
Standard
Completed
55
65

63
Male
Group A
Associates Degree
Free/Reduced
None
62
61
55
69
Male
Group B
Associates Degree
Free/Reduced
None
61
58
56
73
Female
Group A
Associates Degree
Free/Reduced
None

Male
Group B
Associates Degree
Free/Reduced
None
44
41
38

78
Male
Group A
Bachelors Degree
Standard
Completed

78
81

81
Female
Group B
Associates Degree
Standard
None
47

50

Male
Group B
High School
Free/Reduced
None
49

45

Male
Group A
Some College
Free/Reduced
Completed
50
47
54

Female
Group A
Some College
Standard
None
58
70

95
Female
Group B
Some College
Standard
None

92

Male
Group B
Some College
Standard
None
79
67
67

Male
Group B
High School
Standard
Completed
60
44
47

Female
Group B
Associates Degree
Free/Reduced
None

76
70

Male
Group A
Associates Degree
Standard
None
54
53
47

Female
Group B
Bachelors Degree
Free/Reduced
None
75

82

Male
Group B
Associates Degree
Standard
Completed

89
92

Female
Group B
High School
Standard
None

95
86

Female
Group A
Bachelors Degree
Standard
None
51
49
51

Male
Group A
High School
Standard
None
57
43
47

2

Male
Group A
Bachelors Degree
Standard
None

67

Female
Group B
Associates Degree
Standard
Completed
59
70
66

Male
Group B
Some College
Free/Reduced
None
60
60
60

Female
Group B
Associates Degree
Standard
Completed
61
86
87

Male
Group B
Associates Degree
Free/Reduced
Completed
82
78

Female
Group B
High School
Standard
Completed
68
83
78

Male
Group A
High School
Standard
Completed
72
73
74

Female
Group B
High School
Free/Reduced
Completed
46
54
58

9

Female
Group B
Some College
Free/Reduced
None
45
53
55

Female
Group B
Bachelors Degree
Free/Reduced
None
78
79
76

Female
Group B
Associates Degree
Standard
None
57
69
68

Female
Group B
Some College
Free/Reduced
None
74
81
76

Female
Group B
Some College
Free/Reduced
None
58
61
66

Male
Group B
High School
Free/Reduced
None
66
77
70

Male
Group B
Associates Degree
Standard
None
87
85
73

Female
Group B
Associates Degree
Standard
Completed
52
66
73

3

Female
Group B
Bachelors Degree
Standard
None
67
86
83

Male
Group B
Some College
Standard
None
54
52
51

8

Female
Group B
High School
Standard
Completed
58
70
68

Female
Group B
High School
Standard
None
65

62

Female
Group B
Some College
Standard
None
70
75
78

Male
Group B
Some College
Standard
Completed
88
85
76

0

Male
Group B
Bachelors Degree
Free/Reduced
None
73
56
57

Male
Group B
Associates Degree
Standard
Completed
81
82
82

Male
Group B
Bachelors Degree
Free/Reduced
None
88
75
76

Male
Group B
Associates Degree
Free/Reduced
None
67
62
60

Male
Group A
Some College
Free/Reduced
Completed
81
78
81

Male
Group B
Associates Degree
Standard
None
80
76
64

Male
Group A
Some College
Standard
None
69
67
69

Female
Group B
Associates Degree
Free/Reduced
None
53
71
67

Female
Group B
Associates Degree
Standard
None
73
76
80

Male
Group B
Bachelors Degree
Standard
None
66
60
57

Male
Group B
Bachelors Degree
Standard
None
63
71
69

Male
Group A
Some College
Free/Reduced
None
28
23
19

Male
Group B
Associates Degree
Standard
None

78
81

Female
Group B
Some College
Free/Reduced
None
61
68
66

Female
Group B
High School
Standard
Completed
69
76
74

Male
Group B
Some College
Standard
None
62
61
57

Female
Group B
Bachelors Degree
Standard
None
52
65
69

Female
Group B
Bachelors Degree
Standard
None
61
72
70

Male
Group A
Associates Degree
Standard
None
63
61
61

Female
Group B
High School
Standard
None
58
62
59

Male
Group A
Bachelors Degree
Free/Reduced
Completed
49
58
60

Male
Group A
Bachelors Degree
Standard
None
66
64
62

Female
Group B
Associates Degree
Standard
None
80
86
83

Male
Group A
High School
Free/Reduced
None
48
45
41

Female
Group B
High School
Free/Reduced
None
50
67
63

Male
Group A
Some College
Standard
None
53
43
43

Female
Group A
Some College
Free/Reduced
None
49
65
55

Male
Group B
Associates Degree
Standard
Completed
65
65
63

Female
Group B
Associates Degree
Standard
None
82
80
77

5

Male
Group B
Some College
Free/Reduced
None
41
39
34

Female
Group B
Associates Degree
Standard
None
73
83
76

Male
Group B
High School
Standard
None
47
46
42

Male
Group B
Associates Degree
Standard
None
81
73
72

Male
Group B
High School
Standard
Completed
72
65
68

Male
Group B
Some College
Free/Reduced
None
54
54
45

Male
Group A
Bachelors Degree
Standard
Completed
75
58
62

Male
Group A
High School
Free/Reduced
Completed
72
67
65

Female
Group A
High School
Free/Reduced
Completed
77
88
85

Female
Group B
Associates Degree
Standard
Completed
90
90
91

Male
Group B
High School
Standard
Completed
73
71
68

Male
Group A
High School
Standard
None
59
52
46

Female
Group B
Associates Degree
Standard
None
49
52
54

Male
Group A
Associates Degree
Free/Reduced
Completed
79
82
82

Female
Group A
Associates Degree
Free/Reduced
None
65
85
76

Female
Group B
High School
Standard
None
54
64
68

Female
Group B
Associates Degree
Standard
Completed

87
92

Male
Group A
High School
Standard
None
68
70
66

Male
Group B
Bachelors Degree
Free/Reduced
None
55
59
54

Female
Group B
High School
Free/Reduced
Completed
67
78
79

Male
Group B
High School
Standard
Completed
73
69
68

Male
Group A
Associates Degree
Standard
Completed
97
92
86

Male
Group B
Bachelors Degree
Free/Reduced
Completed
87
90
88

Female
Group B
Associates Degree
Standard
None
40
48
50

Female
Group B
Associates Degree
Free/Reduced
None
53
70
70

Male
Group B
Bachelors Degree
Free/Reduced
None
48
51
46

Male
Group B
Associates Degree
Standard
None
48
43
45

Male
Group B
High School
Free/Reduced
None
63
48
47

Male
Group B
Some College
Standard
Completed
71
75
70

Male
Group A
Bachelors Degree
Standard
None
91
96
92

Male
Group A
Associates Degree
Free/Reduced
Completed
40
55
53

Male
Group A
Some College
Standard
Completed
61
51
52

Female
Group B
High School
Standard
None
81
91
89

Female
Group B
Some College
Free/Reduced
Completed
48
56
58

Female
Group A
High School
Standard
None
55
73
73

Male
Group B
High School
Free/Reduced
None
30
24
15

Female
Group B
Associates Degree
Standard
None
58
63
65

Female
Group A
Associates Degree
Standard
None
82

93

Male
Group B
Bachelors Degree
Free/Reduced
None
62
63
56

Male
Group A
Some College
Standard
Completed

96
86

Male
Group B
Associates Degree
Free/Reduced
Completed
69
70
63

Male
Group B
High School
Standard
None
79
60
65

Female
Group B
Bachelors Degree
Standard
Completed
66
74
81

Male
Group A
High School
Standard
None
71
74
64

Female
Group B
High School
Free/Reduced
Completed
67
80
81

Male
Group B
High School
Standard
None
70
65
60

Female
Group B
Bachelors Degree
Standard
Completed
65
81
81

Female
Group B
High School
Standard
None
50
53
55

Female
Group A
High School
Standard
Completed
68
80
76

Female
Group A
Associates Degree
Standard
Completed
65
70
74

Female
Group B
Some College
Standard
None
62
67
67

Female
Group B
Bachelors Degree
Free/Reduced
None
77
85
87

Female
Group B
Some College
Standard
Completed
50
64
66

Male
Group B
High School
Standard
None
60
68
60

Male
Group B
High School
Standard
None
62
55
54

Male
Group B
Some College
Standard
Completed
62
66
68

Male
Group A
High School
Free/Reduced
None
53
58
44

Female
Group A
Bachelors Degree
Standard
None
59
72
70

Male
Group A
Bachelors Degree
Standard
Completed
87
84
87

Male
Group A
Bachelors Degree
Free/Reduced
None
62
72
65

Female
Group B
Associates Degree
Free/Reduced
Completed
76
94
87

Male
Group B
Some College
Standard
None
47
43
41

Female
Group B
Associates Degree
Free/Reduced
Completed
68
77
80

Female
Group B
Some College
Free/Reduced
Completed
53
66
73

Female
Group A
Associates Degree
Free/Reduced
None
37
57
56

Male
Group B
Some College
Free/Reduced
None
55
55
47

Male
Group B
Some College
Standard
Completed
87
84
86

Male
Group B
Some College
Standard
Completed
69
77
77

Female
Group B
High School
Standard
None
62
62
63

Female
Group B
High School
Standard
None
74
72
72

Male
Group B
High School
Standard
Completed
76
62
60

Male
Group A
Some College
Free/Reduced
None
58
60
57

Male
Group B
High School
Standard
None
52
48
49

Male
Group B
Some College
Standard
None
66
65
60

Female
Group B
High School
Standard
None
66
72
70

Female
Group A
Some College
Standard
Completed
72
79
82

Female
Group B
High School
Free/Reduced
Completed
76
85
82

Female
Group B
Some College
Standard
None
19
38
32

Female
Group B
High School
Standard
None
48
62
60

Female
Group B
High School
Standard
None
42
52
51

Female
Group B
Some College
Standard
None
82
85
87

Male
Group A
Some College
Free/Reduced
None
75
81
74

Male
Group B
Bachelors Degree
Standard
None
59
54
51

Male
Group A
High School
Free/Reduced
None
45
47
49

Female
Group A
Bachelors Degree
Standard
None
45
59
64

Female
Group B
High School
Free/Reduced
None
60
72
68

Female
Group B
High School
Free/Reduced
None
71
87
82

Female
Group A
Some College
Free/Reduced
None
61
60
57

Male
Group A
Bachelors Degree
Standard
None
64
60
58

Female
Group B
High School
Standard
Completed
77
82
89

Male
Group B
Some College
Standard
None
58
50
45

Female
Group A
High School
Standard
Completed
75
82
79

Male
Group B
Associates Degree
Free/Reduced
Completed
58
57
53

Female
Group B
High School
Free/Reduced
Completed
23
44
36

Male
Group B
Some College
Free/Reduced
Completed
74
77
76

Female
Group A
High School
Standard
None
61
68
63

Female
Group B
Bachelors Degree
Standard
None
97
97
96

Male
Group B
Some College
Free/Reduced
None
75
68
65

Male
Group B
High School
Standard
Completed
52
49
46

Male
Group B
Associates Degree
Standard
None
61
42
41

Male
Group B
High School
Standard
None
59
58
47

Male
Group B
Associates Degree
Standard
Completed
82
84
78

Female
Group B
High School
Free/Reduced
None
64
73
71

Male
Group B
High School
Free/Reduced
None
36

27

Female
Group A
High School
Free/Reduced
Completed
34
48
41

Male
Group B
High School
Standard
None
57
48
51

Female
Group A
Some College
Standard
None
69
84
82

Female
Group B
Associates Degree
Free/Reduced
None
46
61
55

Male
Group B
Some College
Standard
Completed
91
96
91

Female
Group B
Associates Degree
Free/Reduced
None
54
65
65

Male
Group A
Associates Degree
Standard
None
67
57
53

Female
Group B
High School
Standard
None
58
68
61

Male
Group B
High School
Standard
None
82
82
80

Female
Group A
Some College
Standard
None
56
58
64

Female
Group B
Bachelors Degree
Standard
None
75
84
80

Female
Group A
High School
Free/Reduced
Completed
53
50
60

Female
Group A
Some College
Standard
None
54
63
67

Male
Group B
Some College
Free/Reduced
Completed
60
62
60

Female
Group B
High School
Free/Reduced
None
8
24
23

Female
Group A
Some College
Standard
Completed
78
87
91

Male
Group A
High School
Standard
None
57
51
54

Male
Group A
High School
Standard
None
63
63
62

Student	Gender	Testing Group	Parental Level of Education	Lunch	Test Preparation Course	Math Score	Reading Score	Writing Score
1																																																																																																					Female																																																																																																																																																		Group B																																Bachelors Degree																																																																																																																																		Standard																																																																																																																																											None			7													72	7	4
																																																																																																										Male																																																														Group A																																																							Associates Degree																																																																														Free/Reduced													47																57						44
6								71			8													78
																																																						Some College																																																																					Completed					88			95						92
			40							43		39
10																																																																		High School			38																						60									50
13																									65															81															73
14																		70
22										75
	27												69																54													55
	32															63																61
						56
												53																			58
								59															66
						46
																		62
						41										51											48
															76
									80
								49
																		82									45
				83
			89																67
							79								86
101
104
109										52
113
117								85
122							91
126													87
1	30
144
	15										77																		68
153
158
159
161										74
169
171
177
		19
200
204
209
210
219
222
225
			23
239
		24
249										64
259
275
	28
286
289
2				96
301
304
306
309
311
312
319
328
3		34				90
3		36
343
347
351
356
357
361
366
380
381
396
3			97
402
403
407
408
			42
444
449
450
460
462
465
468
469
475
481
4					84
485
490
491
495
502		94
507
508
520
535
540
552
553
559
565
566
569
571
572
576
577
578
579
587
597
610
615		93
622
624	100
627
632
633
636
6	37
645
646
649
652
654
656
668
676
682
683
685
689
698
703
706
716
725
731
738
742
745
750
760
764
766
768
770
771
775
777
779
783
788
791
795
804
806
810
812
817
819
824
831
833
834
835
838
839
843
844
852
856
857
859
868
871
873
883
897	29
903
907
912
915
920
924
937
945
947
961
970
973
975
977
981
984
986
995