What I want to talk about and the following question: Is it worth buying a house rather than renting one in the State of CA? Signature Assignment Statistical Analysis Paper This paper teaches the student to tell a story with statistics. The student will also describe his or her journey discovering public business data sources, and learning about PUMS (Public Use Microdata Sample, the “real world” survey data collected by the US Census Bureau). The paper will have five sections; the signature assignment preparation activities address the first four. The sections are as follows. 1. Explore business data sources (from week 1) a. A paragraph summarizing the student’s initial interest, problem, or question that led him/her to choose certain data sources to explore. The paragraph should answer these questions: Why did the student choose to explore these sites? What did he/she hope to find? It should also list the sources explored and the student’s overall impression of the data available. b. Two short paragraphs (one for each data set) describing the specific data sets the student is interested in and why (briefly describe a potential future study based on each dataset) 2. Describe the PUMS data with a paragraph (from week 2) a. Where it comes from b. What kinds of data it holds c. Several examples of what it may be used for d. Which state the student chose and why 3. Tell about the development of the student’s interest into a final question or problem (from weeks 3- 5). A type of problem in the private sector would be identifying a promising target market for a product or service. A type of problem in the public sector would be finding justification for a specific social program, either new or expanded. Students should be specific: identify just one specific service or product, or consider just a single social issue in a specific region. Two paragraphs are required: a. the first tells about how the student’s initial interest, problem, or question evolvedas he/she discovered data sources and learned about the PUMS data. b. The second tells about the eventual question or problem the student hopes to answer with PUMS data. The second paragraph should explain the significance of the answer, who it will help, and how it will help. 4. Show data analysis (from weeks 4 & 5). One or two paragraphs and several tables and graphs tell about the student’s analysis of the data. (Note that in working toward meaningful analysis, students will go through a process of trying many analyses and finding most of them incomplete or inconclusive. Learning from these attempts, students eventually refine their analysis until it becomes useful and addresses their question appropriately. These final analyses are presented in the paper.) a. One or two narrative paragraphs that reference the tables and graphs and tell the reader about them and what they mean. b. The tables and graphs that form the analysis the student found meaningful toward answering the question posed in section 3. This section 4 will include at least one table and/or graph for each type of analysis method required. Students are encouraged to use color in their graphs and remember to label all tables and graphs properly per APA guidelines (see Tables and Figures in the APA Guidelines). The analyses required are as follows: i. Distribution table that applies meaningful filters and shows pertinent fields; built with an Excel pivot table ii. Pie graph showing the relative frequency of one variable (may or may not be based on a pivot table) Date syllabus last revised: 6/10/19 7 iii. Frequency distribution table created from interval or ratio data that is grouped into classes; built with an Excel pivot table iv. Bar graph based on the above frequency distribution table (related to pivottable) v. Frequency distribution table of two or more levels (two or more fields in the Rows section); built with an Excel pivot table vi. Bar graph based on the above frequency distribution table (related to pivottable) vii. Scatter plot graph with two variables and the corresponding linear equation viii. Table of quartiles or deciles based on a field 5. State conclusions. Three paragraphs contain the student’s conclusions. a. The first two paragraphs should summarize what the data and statistics say in relevance to the question. b. The third paragraph should address these two questions: i. What additional analysis might be pursued with PUMS data that might prove helpful? (include why and how it might be helpful) ii. If it were possible to find other data to further support and/or refine your recommendation(s), what would such data be, and what would you hope to further discover? The final paper must be in APA format (without abstract). References will include PUMS and possibly other data sites and accompanying documentation, including the textbook. Students may include other references as needed. See the rubric at the end of this syllabus for grade breakdown by section and further