Analyze the black and white subgroup for statistical variations and draw conclusions

 

 

Here is the statistical analysis of the 'Black or African American' and 'White' subgroups based on the performance and progress data provided.

Statistical Summary

I've calculated the mean, median, standard deviation (std), and count of valid records for four key metrics for both subgroups.

Subgroup	Metric	Mean	Median	Std	Count
Black or African American	ELA Performance	0.468	0.462	0.062	132
	Math Performance	0.403	0.403	0.084	132
	ELA Progress	0.401	0.406	0.068	85
	Math Progress	0.372	0.359	0.103	84
White	ELA Performance	0.584	0.577	0.075	821
	Math Performance	0.535	0.530	0.120	821
	ELA Progress	0.505	0.496	0.107	614
	Math Progress	0.454	0.445	0.129	614

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Visualizations

The boxplots below illustrate the distribution of scores for each metric, comparing the two subgroups.

(Please see the generated boxplots for 'Assessment ELA Performance Value', 'Assessment Math Performance Value', 'Assessment ELA Progress Value', and 'Assessment Math Progress Value' at the top of the response.)

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Conclusions

Based on the statistical summary and the visualizations, here are the key conclusions:

1. Performance Gap: Across both ELA Performance and Math Performance, the 'White' subgroup shows consistently higher average (mean and median) scores than the 'Black or African American' subgroup. The interquartile ranges in the boxplots for the 'White' subgroup are positioned noticeably higher.

2. Progress Gap: A similar pattern is observed for the ELA Progress and Math Progress metrics. The 'White' subgroup has a higher mean and median progress value in both subjects, indicating higher average growth.

3. Variability: The standard deviation is generally higher for the 'White' subgroup across all four metrics. This suggests a wider spread of scores (greater variability) within the 'White' subgroup compared to the 'Black or African American' subgroup.

4. Data Count: It is important to note that the number of valid data points ('Count') is significantly larger for the 'White' subgroup (e.g., 821 vs. 132 for performance metrics) than for the 'Black or African American' subgroup. This disparity in sample size should be considered when interpreting the stability and representativeness of these statistics.

In summary, the data indicates a consistent statistical gap in both academic performance and academic progress between the 'White' and 'Black or African American' subgroups, with the 'White' subgroup showing higher average values.

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