代码代写｜EPS700 Quantitative Methods I (Fall 2022) Collaborative Project Part I: NHES School Readiness Survey
The two primary, repeating early childhood surveys are the School Readiness (SR-NHES) and Early Childhood Program Participation (ECPP-NHES or ECE-NHES) surveys. The School Readiness survey was conducted in 1993 and 2007, with a limited number of questions asked in the Parent-NHES survey of 1999. The Early Childhood Program Participation surveys occurred in 1991, 1995, 2001, and 2005, with a subset of questions also asked in 1999.
The National Household Education Survey, 2007 School Readiness (SR-NHES: 2007; https://nces.ed.gov/nhes/surveytopics_early.asp) is a cross-sectional survey that collects data directly from households on educational issues. This study was conducted using address based sample, self-administered questionnaires of households. Households in 2007 were sampled. The study’s response rate was 53.2 percent. Key statistics produced from SR-NHES: 2007 are children’s readiness for school.
The SR-NHES: 2007 include questions on the following topics:
Extensive background and household information was also collected about children and their families.
The entire survey data contains 640 variables. I have selected 15 among them and created a reduced data set. The codebook is also included.
BASMID Unique child identifier
AGE2006 Child’s age as of Dec 31, 2006
HOMESCHL Is child homeschooled?
CPNNOW Is child now attending a daycare center, preschool, prekindergarten, or Head Start program?
CPNEVER Has child ever gone to a daycare center, preschool, prekindergarten, or Head Start program?
CPHRS How many hours each week does child go to a daycare center or preschool program?
DPCOLOR Can child identify the colors red, yellow, blue, and green by name?
DPLETTER Can (he/she) recognize the letters of the alphabet?
DPCOUNT How high can child count?
DPNAME Can child write (his/her) first name, even if it’s not quite right?
DPRHYME Can child rhyme words?
DPSPEAK When (he/she) speaks, how often is child understandable to a stranger?
SEDOWELL How many times have your child’s teachers contacted you about something your child is doing well?
HABOOKS About how many books does child have of (his/her) own (including those shared)?
FOREADTO How many times have you or someone in your family read to child in the past week?
FORDDAY About how many minutes did you or someone in your family read to (him/her) per day?
FOPICTR While reading, how often do you ask child to tell you what is in a picture?
FOLETTR While reading, how often do you point out letters to your child?
FOCHREAD While reading, how often do you ask child to read with you?
FOTLKSTR While reading, how often do you talk about the story and what happened when the book is done?
FOGAMES1 In the past week, has anyone in the family played board games or done puzzles with child?
FODINNER In the past week, how many times has most or all of your family eaten dinner together?
FORTVPRG Whether or not family has rules about how much or what kind of TV child can watch.
PARREAD In the past week, how often did any adult in your household read a book, newspaper or magazine?
RPSHARE How important do you think it is to teach your child about sharing?
RPREAD How important do you think it is to teach your child to read?
RPNUMB How important do you think it is to teach your child numbers?
HINCOME Range of total household income
DISBLTY2 Child has a disability including Autism/ADD/PDD.
FAMILY Family type/structure
PARGRADE07 Highest level of parent/guardian education (including same sex partners)
RACEETHN Race-ethnicity of child
TVHOURS Hours child watches TV in a typical week (including weekend).
ZIPLOCL Community classification for the zip code
In addition to the two given research questions, each group needs to design three more research questions using variables of your own interests in this dataset. Please address each research question using appropriate statistical and graphical tools, report results in APA format, and summarize your results using accessible language without jargons.
Part II: Create a Concept Map (What I have learnt in this course)
Instruction: Create a concept map to summarize the key terms covered in this course. Concept map is an effective and fun approach to organize and structure knowledge. The textbook provides some examples of concept maps. You are free to use any format you prefer to generate a concept map.
Planning your project presentation on November 30, 2022.
Session I: Each group has 20 minutes to present the outcomes of part I.
Session II: Each group has 10 minutes to discuss the concept map (i.e., part II).