The US Census Bureau has created a few lesson plans on statistics using real-world data from historical and current trends. About 100 web-based resources are divided into math activities, history activities, and state facts for students.
Sample of lessons in the three areas:
- Number of amusement parks in each state (third grade)
- Data on immigration (third through fifth grade)
- Voting trends and demographics (age, race, sex, etc.) from 1964–2014 (sixth grade)
- Marriage and divorce rates (ninth grade)
Although much has been written in recent years about the need to provide remediation for first-year college students in math, researchers at the City University of New York actually found that first-year students whose test scores say they need remediation have better outcomes if colleges place them directly in a quantitative math class for credit, such as statistics.
“Our findings provide the first causal evidence that placing students assessed as needing remedial math courses directly in college-level courses, such as statistics, with additional support, can lead to better student outcomes,” said Alexandra W Logue, a research professor at CUNY and one author of the June study.
Published in Educational Evaluation and Policy Analysis, the study found that by the end of the third semester after enrolling, 57 percent of the students who had taken statistics had satisfied their institution’s college-level general education quantitative course requirement, compared to only 16 percent of the students who had taken the non-credit remedial algebra class.
The authors also found no statistically significant relationship between student racial demographics and pass rates, suggesting that using alternatives to remedial courses can also help close race-based graduation gaps.
“Our findings indicate that each year, at CUNY alone, thousands more students would satisfy their college-level general education quantitative course requirement if they were placed in college-level introductory statistics, with additional support, rather than remedial algebra,” said Ms Logue. “Our results show that students do not need to first pass remedial elementary algebra to subsequently pass college-level statistics and to make progress in college.”