If you only read the papers, you'd think US Higher Education consisted of a dozen or so high profile institutions. But fortunately, there are "more things in heaven and in earth than are dream't of in their philosophy," with all appropriate apologies to Shakespeare.
When I started this blog, it was in response to a new Tableau Software feature I had seen pre-viewed last September, called "Story Points." In fact, the very title of the blog has a lot to do with that: Believing that data can and should be used to tell narratives that provide people with memorable insight.
This is my first attempt to use Story Points to tell a story; one I hope sticks with people as we think about a pretty amazing selection of post-secondary options for students. To navigate the story points, just use the grey boxes along the top, and a new chart or dashboard should point the way to insight.
Juni 2014 - Hallo sahabat The secret, Pada Artikel yang anda baca kali ini dengan judul Juni 2014, kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.
If you only read the papers, you'd think US Higher Education consisted of a dozen or so high profile institutions. But fortunately, there are "more things in heaven and in earth than are dream't of in their philosophy," with all appropriate apologies to Shakespeare.
When I started this blog, it was in response to a new Tableau Software feature I had seen pre-viewed last September, called "Story Points." In fact, the very title of the blog has a lot to do with that: Believing that data can and should be used to tell narratives that provide people with memorable insight.
This is my first attempt to use Story Points to tell a story; one I hope sticks with people as we think about a pretty amazing selection of post-secondary options for students. To navigate the story points, just use the grey boxes along the top, and a new chart or dashboard should point the way to insight.
Most everyone who knows anything about our Financial Aid system thinks it needs some improvement. And almost everyone who actually goes through it, it seems, is astonished by the outcome: They expect me to pay how much for college? And that's just for one year?
For those of you who don't know, all federal financial aid begins with the FAFSA, or Free Application for Federal Student Aid. It's a form that collects information about income, assets, and family size in an attempt to estimate how much a family should be able to contribute to the cost of higher education. Should being the operative word. The figure it calculates--EFC, or Expected Family Contribution--is really a misnomer, sort of like the Peacekeeper Missile. It's really just an index number designed to estimate federal expenditures on financial aid programs. Many colleges find it so unreliable that they use another form, such as the College Board's Profile, or their own proprietary form to collect more information.
Many people believe the complexity of these forms causes many low-income students, especially those from immigrant families, to opt out of college. And a new bill has been introduced in Congress to simply the process, by possibly asking only two questions.
Debate is underway, and you can search it to read about it, but I began to wonder: What if we asked just one question: Parental Adjusted Gross Income. What is the current relationship between AGI and EFC?
I took about 57,000 records from three years of freshmen applicant to DePaul data, and plotted them (after I made them anonymous and created a fake ID number). Then I created a trend line to fit the data, and added confidence intervals to the lines. Note that only about half of the students who apply for admission fill out a FAFSA.
The dots are colored by the number of students in the family in college, which has a affects EFC at any income level. If you want a less cluttered view, select a single year.
Juni 2014 - Hallo sahabat The secret, Pada Artikel yang anda baca kali ini dengan judul Juni 2014, kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.
Most everyone who knows anything about our Financial Aid system thinks it needs some improvement. And almost everyone who actually goes through it, it seems, is astonished by the outcome: They expect me to pay how much for college? And that's just for one year?
For those of you who don't know, all federal financial aid begins with the FAFSA, or Free Application for Federal Student Aid. It's a form that collects information about income, assets, and family size in an attempt to estimate how much a family should be able to contribute to the cost of higher education. Should being the operative word. The figure it calculates--EFC, or Expected Family Contribution--is really a misnomer, sort of like the Peacekeeper Missile. It's really just an index number designed to estimate federal expenditures on financial aid programs. Many colleges find it so unreliable that they use another form, such as the College Board's Profile, or their own proprietary form to collect more information.
Many people believe the complexity of these forms causes many low-income students, especially those from immigrant families, to opt out of college. And a new bill has been introduced in Congress to simply the process, by possibly asking only two questions.
Debate is underway, and you can search it to read about it, but I began to wonder: What if we asked just one question: Parental Adjusted Gross Income. What is the current relationship between AGI and EFC?
I took about 57,000 records from three years of freshmen applicant to DePaul data, and plotted them (after I made them anonymous and created a fake ID number). Then I created a trend line to fit the data, and added confidence intervals to the lines. Note that only about half of the students who apply for admission fill out a FAFSA.
The dots are colored by the number of students in the family in college, which has a affects EFC at any income level. If you want a less cluttered view, select a single year.
The previous post, about Doctoral Degrees by Program and Ethnicity, generated a followup question from Jennielle Strother at Seminary of the Southwest about similar data for undergraduate enrollment. While I couldn't find that exact data, I did find this from the Digest of Education Statistics, showing degrees awarded by race and program, so I spent a half hour to pull it into a visualization.
Some data visualization experts don't like tree maps because it's hard to make precise comparisons of area across distance, but I do like it for this purpose: You can pretty easily see the data in one view with minimal effort, and since precise comparisons aren't vital, you can get a good sense of the lay of the land.
It's also very easy to ask your questions of this chart. For instance, if you want to see how degrees shook out within a program (like engineering, or English) you can quickly make those selections and see the results by ethnicity. If you want to exclude non-resident students, for your analysis, you can. If you want to see what Hispanic students majored in, you can look at all programs but select just"Hispanic" on the ethnicity filter. Just make your selections in any combination and click "apply" on the filters. And choose which year you want to look at.
Juni 2014 - Hallo sahabat The secret, Pada Artikel yang anda baca kali ini dengan judul Juni 2014, kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.
The previous post, about Doctoral Degrees by Program and Ethnicity, generated a followup question from Jennielle Strother at Seminary of the Southwest about similar data for undergraduate enrollment. While I couldn't find that exact data, I did find this from the Digest of Education Statistics, showing degrees awarded by race and program, so I spent a half hour to pull it into a visualization.
Some data visualization experts don't like tree maps because it's hard to make precise comparisons of area across distance, but I do like it for this purpose: You can pretty easily see the data in one view with minimal effort, and since precise comparisons aren't vital, you can get a good sense of the lay of the land.
It's also very easy to ask your questions of this chart. For instance, if you want to see how degrees shook out within a program (like engineering, or English) you can quickly make those selections and see the results by ethnicity. If you want to exclude non-resident students, for your analysis, you can. If you want to see what Hispanic students majored in, you can look at all programs but select just"Hispanic" on the ethnicity filter. Just make your selections in any combination and click "apply" on the filters. And choose which year you want to look at.
A recent article in Inside Higher Education touched on a subject I've written a lot about on my other blog (the one with more words than pictures), specifically the role of standardized tests, in this case the GRE in selection of students for graduate programs. The article cites another article in Nature blaming the dearth of minority and women doctoral graduates in science and engineering, at least in part, on the GRE.
For anyone who is at least knee-deep in the debate about the value of standardized tests, the arguments are familiar ones: Too much emphasis on the tests means that too many candidates with strong potential are being overlooked, especially when you consider the predictive validity of the tests. The authors are pretty blunt: " The GRE is a better indicator of sex and skin colour than of ability and ultimate success."
So, in light of that, take a look at this data on 2012 Ph.D. recipients, which was downloaded from the NSF Survey of Earned Doctorates. The patterns are obvious: The two groups who score the highest on the ACT, the SAT, and the GRE--Asians and Caucasians--dominate the newly minted Ph.D. classes.
And if you assume that there is a need to get minority canididates into faculty roles at colleges and universities to effect change in this area, you see even more cause for concern. For instance, take a look at the production of African-American Ph.D.s in areas like math or computer science. When you consider that there are about 2500 public and private degree-granting institutions in this country, you see how unlikely the chances are that things will turn around quickly.
Juni 2014 - Hallo sahabat The secret, Pada Artikel yang anda baca kali ini dengan judul Juni 2014, kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.
A recent article in Inside Higher Education touched on a subject I've written a lot about on my other blog (the one with more words than pictures), specifically the role of standardized tests, in this case the GRE in selection of students for graduate programs. The article cites another article in Nature blaming the dearth of minority and women doctoral graduates in science and engineering, at least in part, on the GRE.
For anyone who is at least knee-deep in the debate about the value of standardized tests, the arguments are familiar ones: Too much emphasis on the tests means that too many candidates with strong potential are being overlooked, especially when you consider the predictive validity of the tests. The authors are pretty blunt: " The GRE is a better indicator of sex and skin colour than of ability and ultimate success."
So, in light of that, take a look at this data on 2012 Ph.D. recipients, which was downloaded from the NSF Survey of Earned Doctorates. The patterns are obvious: The two groups who score the highest on the ACT, the SAT, and the GRE--Asians and Caucasians--dominate the newly minted Ph.D. classes.
And if you assume that there is a need to get minority canididates into faculty roles at colleges and universities to effect change in this area, you see even more cause for concern. For instance, take a look at the production of African-American Ph.D.s in areas like math or computer science. When you consider that there are about 2500 public and private degree-granting institutions in this country, you see how unlikely the chances are that things will turn around quickly.
I guess I won't be posting much on my blog anymore since I have a lot of readings to do but one thing for sure, I will be posting everyday photos of my outfit or shall I say the famous hashtag #ootd, short for #outfitoftheday. My love for dressing up won't be left behind even if I'm very busy. As I've read somewhere, dressing up is a way to build up your confidence and it prevents slouching. When I'm all dolled up, I have this extra energy in me to keep me going throughout the day. Try dressing up too and just don't mind the haters all around you. They just envy your level of confidence. LOL!
I guess I won't be posting much on my blog anymore since I have a lot of readings to do but one thing for sure, I will be posting everyday photos of my outfit or shall I say the famous hashtag #ootd, short for #outfitoftheday. My love for dressing up won't be left behind even if I'm very busy. As I've read somewhere, dressing up is a way to build up your confidence and it prevents slouching. When I'm all dolled up, I have this extra energy in me to keep me going throughout the day. Try dressing up too and just don't mind the haters all around you. They just envy your level of confidence. LOL!
It's true, of course, as you'll see below, that income increases with every increment of education: A high school graduate earns more than someone who didn't graduate from high school; a person with a bachelor's degree earns more than someone with a high school diploma; and someone with a master's degree earns more than someone with just a bachelor's. (This is not true for every person, of course, just for groups on average; Bill Gates, whom I'm pretty sure earns more than yours truly with a Master's Degree, never finished college.)
But it's wrong to say that graduating from college is the cause of the income difference. It's true that earning a degree opens new doors to you, and new opportunities for income, but some of that can be explained by the fact that the best students in high school--the ones who are probably likely to earn the most later in life--are also the same ones who go to college. In other words, the same factors that get you into college are the ones that increase your chances for success.
Still, this visualization tells an interesting story, in four views, via the tabs across the top: On the first view, you can choose your own comparison: Use the filters at the top to select the values for the blue bars and the orange dots, to see the gap between any two education levels. You can choose men or women, and you can pick inflation-adjusted dollars or nominal dollars.
The second view, Income by Attainment, you see the whole world laid our for you. Pretty simple, and again, you have some choices to make.
The third view is where it gets really interesting, and where you see the disparity between men and women. This (and all the views) show workers over 25, so some older women may be skewing this, but it's still telling. And shameful.
Finally, the last view shows how much each step up gains you in income over the last one. A couple points are annotated for demonstration purposes.
As always, don't just look at these: Interact and explore the data. And let me know what you find.
Juni 2014 - Hallo sahabat The secret, Pada Artikel yang anda baca kali ini dengan judul Juni 2014, kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.
It's true, of course, as you'll see below, that income increases with every increment of education: A high school graduate earns more than someone who didn't graduate from high school; a person with a bachelor's degree earns more than someone with a high school diploma; and someone with a master's degree earns more than someone with just a bachelor's. (This is not true for every person, of course, just for groups on average; Bill Gates, whom I'm pretty sure earns more than yours truly with a Master's Degree, never finished college.)
But it's wrong to say that graduating from college is the cause of the income difference. It's true that earning a degree opens new doors to you, and new opportunities for income, but some of that can be explained by the fact that the best students in high school--the ones who are probably likely to earn the most later in life--are also the same ones who go to college. In other words, the same factors that get you into college are the ones that increase your chances for success.
Still, this visualization tells an interesting story, in four views, via the tabs across the top: On the first view, you can choose your own comparison: Use the filters at the top to select the values for the blue bars and the orange dots, to see the gap between any two education levels. You can choose men or women, and you can pick inflation-adjusted dollars or nominal dollars.
The second view, Income by Attainment, you see the whole world laid our for you. Pretty simple, and again, you have some choices to make.
The third view is where it gets really interesting, and where you see the disparity between men and women. This (and all the views) show workers over 25, so some older women may be skewing this, but it's still telling. And shameful.
Finally, the last view shows how much each step up gains you in income over the last one. A couple points are annotated for demonstration purposes.
As always, don't just look at these: Interact and explore the data. And let me know what you find.
If you know much about higher education, you know that Massive Open Online Courses (known as MOOCs) are all the rage. These courses are open to anyone, anywhere, for free, and promise opportunity for students who wish to learn on their own. They are exciting in concept, and threaten to turn higher education on its head.
So the recent release of HarvardX and MITX data on MOOCs is exciting. The data is scrubbed to protect the privacy of the students who took the courses, but still yields a wealth of interesting stuff. But you must interact.
This dashboard starts with the intro, but has five views you can see by clicking across the tabs at the top. Once on a view, you can limit the data shown by (depending on the dashboard), by gender, education levels of students, home country, or institution, and whether the student registered or completed the course for a grade. Data are shown by course, age, home country, and institution.
Juni 2014 - Hallo sahabat The secret, Pada Artikel yang anda baca kali ini dengan judul Juni 2014, kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.
If you know much about higher education, you know that Massive Open Online Courses (known as MOOCs) are all the rage. These courses are open to anyone, anywhere, for free, and promise opportunity for students who wish to learn on their own. They are exciting in concept, and threaten to turn higher education on its head.
So the recent release of HarvardX and MITX data on MOOCs is exciting. The data is scrubbed to protect the privacy of the students who took the courses, but still yields a wealth of interesting stuff. But you must interact.
This dashboard starts with the intro, but has five views you can see by clicking across the tabs at the top. Once on a view, you can limit the data shown by (depending on the dashboard), by gender, education levels of students, home country, or institution, and whether the student registered or completed the course for a grade. Data are shown by course, age, home country, and institution.
