1 / 57

# - PowerPoint PPT Presentation

Support for School Statistics from Statistics NZ. [email protected] Statistics New Zealand Auckland Maths Assoc, University of Auckland Tue 25 Nov 08. Achievement objectives for today:. Participants will: Use Stats NZ resources to deliver curriculum objectives

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

## PowerPoint Slideshow about '' - parson

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

### Support for School Statisticsfrom Statistics NZ

Statistics New Zealand

Auckland Maths Assoc, University of Auckland

Tue 25 Nov 08

• Participants will:

• Use Stats NZ resources todeliver curriculum objectives

• Feel more confident and have more funwith teaching the stats in Mathematics and Statisticsin the NZ Curriculum

• Find out (if time)what do (some Stats NZ) statisticians reallydo!

Activities with www.stats.govt.nz:

• After an introductory ramble:

• Schools cornerStatZing!SURFs 1, 2, 3CensusAtSchool (a mention)

• Table Builder (= TB); esp Census data

• Infoshare:Time series galore

• Hot Off The Presses (= HOTPs): HOTPs and Statistical Literacy

• Then: what do (some) statisticians really do!

Curriculum and Stats NZ Resources 1:

• The threads in the Stats and Probability strand:

• Statistical investigationphenomena involving: multivariate (case) datasets time-series datasets

• Statistical literacyreports with words, numbers, graphsrisk

• Probabilitydistributionsdependence etc

Curriculum and Stats NZ Resources 2:

• The threads … and resources for them:

• Statistical investigationSchools Corner,StatZing!phenomena involving: HOTPs multivariate (case) datasets: SURFs,TB,CaS time-series datasets: Infoshare

• Statistical literacyNZ in Profilereports with Quickstats

• words, numbers, graphs: HOTPs risk, relative risk: HOTPs, Tables

• Probabilitydistributions: Tables dependence etc: Tables; 2 way

Curriculum and Stats NZ Resources 3:

• Some are designed for schools

• Some are(a big one) inadvertently useful for schools!EG: The HOTPs (Hot Off The Presses):EG: a rich source of real (we hope) info:

• New Zealand Income Survey: June 2008 quarter (a big one)

• Highlights  |  Commentary  |  Technical notes  |  Erratum  |  Tables  |

Stat investigation: Story, Data

Time series

Stat investigation: Methodology:

defining questions, sampling methods,

errors (samp and non)

etc etc etc etc

Stat Literacy:

Evaluate stat reports

(L 6,7,8)

Probability:

One-way tables Two-way tables

Statistical Enquiry Cycle: PPDAC … PPDAC … PPDAC … PPDAC … PPDAC …

• Stats NZ: The World:

• We need our clients to be informed & positive

• School stats is a vital way to achieve this

Dataset

Dataset

Dataset

Data

Information

Users: Public Professional Technical

The

Mathematics and Statistics

Education Community

The

Official Stats

sector

Vision: an informed society using statistics.

Curriculum: students will be: thinking mathematically and statistically; solving problems, modelling situations.

Dataset

Dataset

• Unit-record multivariate datasets:Teachers need them!Official Stats agencies have lots but can’t release them!

Dataset

SURF 1

SURF 2

Some smart solutions:

SURF 3

• CensusAtSchool (sort-of)SURFs for Schools: 1, 2, 3Tables by geographical Area

New dates:3 March 2009 until 9 April 2009

Register online: http://www.censusatschool.org.nz/2007/register/

If you have previously registered, OK. Confirmation in November.

Funded:X% by Stats NZ(1-X)% by MoE

Expertise:Lots of it; from UoA

Teachers get their class results back if they choose.

Early in year so 2009 data can be used for 2009 teaching.

New questions: from consultations:Dept of Stats UoA, MoE, Stats NZ, teachers nationwide

Questionnaire critiqued by StatsNZ Questionnaire design team

www.censusatschool.org.nz

4 Releases by title: HOTPs

3 Infoshare

2 Table Builder

5 QuickStats

1 Schools Corner: StatZing!, SURFs

SURFs

StatZing! Latest Sec (Economics)

SURF 2

• Synthetic Unit Record Files:

• Multivariate datasets from Stats NZ surveys

• Income supplement from the 2004 Household Labour Force Survey

• 2001 Household Savings Survey

• Coming soon – 2006 Census

• Based on a survey that collected information including income, assests, debt,net worth.

• 300 synthetic people representing the 5000+ people who responded to the survey.

• Variables include:

For teachers

For students

• Under development; final checking

• Based on 2006 Census of Population and Dwellings

• Contains unit record datasets for each of New Zealand’s 16 main Regional Authorities

• 300 synthetic people who represent everyone that responded for each region

• Variables included

• Sex

• Work and Labour force status

• Qualification

• Ethnicity

• Income

• Age Group

• Mode of transport to work

• Hours worked

• Cigarette smoking behaviour

• Synthetic data

• Not all relationships and patterns are preserved

• Joining tables together does not represent the whole of New Zealand

• However, you can compare regions!

Battle for the ‘greener suburb’:an example using case data

• Compare the ‘traveling to work’ habits of geographic areas.

• Which area has the ‘greener’ workers?

• Walking / Running / Cycling

• Public transport

• Carpooling???

• Working at home?

(Graphic from CensusAtSchool)

Battle for the ‘greener suburb’:where to find the data

• We want a data source that contains information about modes of travel to work by area units.

• Luckily, we have the 2006 Census of Population and Dwellings on Table Builder!

Travel to Work

Travel to work in the four Auckland cities

• At this pointthe screen-shots

• stop.

• But there’s a

• 2-slide

• summary …

www.stats.govt.nz for schools: short guide: p1

• Schools Corner

• SURF (No. 2)

• About the data source | The dataset | Activities(copy the dataset and paste into your spreadsheet)

• StatZing! (the latest Activities)

• Find by …(find old StatZing!s etc)

• Table Builder

• 2006 Population Census

• Selected tables

• Travel to Work

• Expand (find the Areas you want) Tick (use the ticks above and to left)

• Click the Table icon

• Age by Sex for 1996, 2001, 2006 (then as above)

www.stats.govt.nz for schools: short guide: p2

• Infoshare

• Browse

• Work, Income and Spending

• Age and ANZIC96 (ANZ Industry Classification 1996)

• Select a few items, and for Time, Select All

• Go

• Pivot clockwise, to get data into a column

• Save as xls

• Releases by Title (Takes you to Hot Off The Presses)

• NZ Income Survey

• NZ Income Survey; June 2008

• (then explore these:)

• Highlights|Commentary|Technical notes|Erratum|Tables

• (and also see QuickStats about a Subject, and NZ in Profile)

• Place List (and find your suburb)

• (and use the 12 tabs).

• The new Immigration Survey:Pop: 36,620 approved immigrants in 2004Sample: 7,125 of them

• We find Estimates (via ‘resampling’) with Sample Errors (= half the confidence interval)

Hmmmmmm: what does that show?

For cells from the Immigration Survey NZ

Sample Error fromthe data by Jackknife

(ie resampling)

Standard Deviationfrom binomial model

= √ (p (1-p) N)

Sample error has lots of variation: Can we explain some of it? How? What function might it fit?

For the lower (blue) points, what did we forget?

You need to multiply by the 2 value:

Sample Error = z * Standard Error

= 1.96 * Standard Error

They forgot to multiply by 2

(or 2 ish)

Why are they so dumb in Wellington??

Sample Error fromthe data by Jackknife

(ie resampling)

Sample Errorfrom binomial model

= z * √ (p (1-p) N)

Hmmmmmm: how does that look?

Noise from samplingvaries, but is this big

Does the noise from confidentialising matter?

• We hope you enjoy statistical discovery as we do!!

In a Stats office

In a Stats classroom

Find a problem that matters

Find some Data (Evidence)

Do some graphs

Try models using Maths

Make mistakes

Do more graphs

Make decisions

Communicate results in:

words, numbers, graphs

Find a problem that matters

Find some Data (Evidence)

Do some graphs

Try models using Maths

Make mistakes

Do more graphs

Make decisions

Communicate results in:

words, numbers, graphs

• If the next cohorts of adults can handle statistical evidence and thinking:

• That’ll be nice for Statistics NZ!which produces: social, economic and environmental stats

• That’s utterly essential for solutions to NZ’s and the Earth’s challenges.

• Enjoy!!