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Dept-of-Edu

The U.S. Department of Education released a publicly available dataset on academic institutions that contains information related to their academics, admission, cost, student demographics, etc. The data can be downloaded from the College Scorecard (https://collegescorecard.ed.gov/datal) website. Please download the data (https://ed-publicdownload.apps.cloud.gov/downloads/CollegeScorecard_Raw_Data.zip) and answer the questions below. You may find it helpful to refer to the documentation(https://collegescorecard.ed.gov/data/documentation/).

NOTE: For the following questions, unless otherwise specified, use data from all years and consider satellite campuses as separate institutions. In other words, you should consider institutions with different 8 digit identification numbers, assigned by the U.S. Department of Education's Office of Postsecondary Education, separately.

What is the average SAT score for students admitted to a 4-year college or university in 2013? There are no data on the number of admitted students. Therefore, assume that the number of admitted students is equal to the enrollment of all degree seeking undergraduates divided by 4. Fractional people are okay.

What is the Pearson correlation coefficient between the avaraga SAT score of students at an institution and the percent that are still enrolled after two years? Consider all types of Institutions, but Ignore those with I nvalld entries. Consider only data from 2013.

What Is the difference In the average percentages In completlon rates between high and low Income students who graduate within 4 years? (ie: average high income percentage minus average low income percentage). Compute this difference using data from 2013 for 4-year institutions. Furthermore, only consider institutions where you have numeric information for all three income brackets (high, middle, and low).

Is this difference computed in the previous question about completion rates by income significant? Perform a two-sample t-test and compute the (base 10) log of the two-tailed p-value. Assume that the distributions are normal and have equal variance.

We can also coma up with a metric to evaluate how diverse a school's student body is. Since definitions of race and ethnicity change over time, we wlll again consider data from 2013. For each Institution, compute the difference In percentage of enrollment between the most and least represented ethnic groups of undergraduate, degree seeking students. What is the value of this metric for the most diverse institution (or the smallest value of this metric)? Only consider schools with valid entries for these fields. In other words, at least one field should contain a value other than NaN or 0.

What was the average share of enrollment of undergraduate women who were seeking degrees between 2001 and 2010 (inclusive)? Only consider data from institutions that have valid entries for th is field across all 10 years.

Given a region (New England, Great Lakes, Southwest, etc.), what is the probability an academic institution in that region is located in a city? Compute a probability for each region and submit the largest one. Consider all schools in the dataset with valid region and locale (not degree of urbanization) information, using the latest geographic information for each.

Please provide the script used to generate this result (max 10000 characters).

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