Descriptive & Inferential Statistics Assignment

Descriptive & Inferential Statistics - Assignment Example Before then, the data for White and Black students included students of Hispanic ethnicity, so the analysis would not have been valid. The stats used to analyze the relationship between high school dropout rates and family income was provided by . The literature we read about school characteristics lead us to focus on the impact of attendance rates and wealth expenditures per pupil on high school dropout rates in the state of Maryland. The data used to analyze the relationship between high school dropout rates and school characteristics came the Maryland State Department of Education’s â€Å"2014 Maryland Report Card.† Since 2003, the Maryland State Department of Education has been collecting and publishing data on each of its schools, kindergarten through 12th grade, in each county in Maryland. Data for 2014 is incomplete, so the most complete statistics are available from 2003 through 2013. These data measure many important school characteristics, as well as calculating and reporting the drop-out rates for schools and counties. Among the most significant measures included in the report card are the number of students who missed 5 or fewer days of school each year, those who missed 90 or more days of school eac h year, the number of days of attendance each year, and wealth expenditures per pupil. Those four characteristics, including the dropout rates, are summarized here. From 1992 til 2012, there were 738,931 high school students of all races between the ages of 16 and 24 years old. Out of the 738,931 students, 469,016 of them identified as white, 106,216 of them identified as black and 120,321 of them identified as Hispanic; which leaves 43,378 students without any racial identification. From 1992 until 2012, 6.5% of White students dropped out of high school. The median was 6.8% and there was no mode present. The minimum amount of dropouts was in 2012 with 4.3% and the maximum