1. March 2010 Teaching with Contingency Tables 1

2. Welcome! Introduction Session I – How to teach with contingency tables – DataCounts! tutorial – Interactive DataCounts! demonstration Session II – Individual activity and work time Wrap-Up 2

3. Contingency Tables – Allow students to understand the relationship between two variables and introduce additional variables simultaneously. Highlight social trends and concepts – What affects income? – What household types are the more likely to be in poverty? – How do levels of education between immigrants and native born citizens compare? Contingency tables using real world data bring abstract social concepts to life. 3

4. Welcome to DataCounts! 4

5. WebCHIP Demonstration Starting with a question – Do immigrants who entered the U.S. recently earn less than those who entered decades ago? (How does the year of entry affect earnings for immigrants?) – Does race make a difference? 5

6. WebCHIP Demonstration Using 2005 American Community Survey data, we will look at the data set: workim05.dat This data set looks at full-time, year- round, civilian workers, age 25+ for race, gender, age, immigration, education and earnings variables. 6

7. We will use an extract of the 2005 American Community Survey What would we expect to see in a table that answers the question? Planning Total 7 When immigrated Earnings

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12. Planning Native Born Immigration: Before 1990 Immigration: 1990- 2005 Total Less $25,000 $25-34,999 $35-49,999 $50-69,999 $70-99,999 $100,000 and over Total 12 Now that weve seen the variables and their categories, we know the table headers

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18. Percent-Across Table Percent-Down Table 18

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21. One table for each control variable category (i.e. one table for each race) 21

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23. One graph will appear for each control variable category. Select Next graph to view each graph. 23

24. One graph for each control variable category (i.e. one graph for each race) 24

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27. Interactive Demonstration Starting with a question – Are immigrants who entered the U.S. recently less educated than those who entered decades ago? (How does the year of entry affect educational attainment for immigrants?) – Does race make a difference? 27

28. Interactive Demonstration Using 2005 American Community Survey Data, we will use the data set: workim05.dat This data set looks at full-time, year-round, civilian workers, age 25+ for race, gender, age, immigration, education and earnings variables. We will use the new WebCHIP 2.0 28

29. We will use an extract of the 2005 American Community Survey What would we expect to see in a table that answers the question? Planning Total 29 When immigrated Education

30. Planning Native Born Immigration: Before 1990 Immigration: 1990- 2005 Total Less than High School High School Grad Some College College Grad Total 30 Now that weve seen the variables and their categories, we know the table headers

31. INDIVIDUAL ACTIVITY 31

32. Individual Exercises – Question 1 Open the Activity document. Use DataCounts! datasets and WebCHIP to complete exercises – Need Help? Chat with SSDAN Staff members or Bill through WebEx with your questions

33. Individual Exercises – Question 2 Scroll down to Question 2 in your activity document. Use DataCounts! datasets and WebCHIP to complete exercise. – Need Help? Chat with SSDAN Staff members or Bill through WebEx with your questions – Finished? Email your completed activity to ssdan@isr.umich.edussdan@isr.umich.edu

34. Questions/Discussion 34

35. Find interactive tutorials on how to navigate the website and use WebCHIP 35

36. Find over 100 learning modules utilizing DataCounts! datasets and other data sources. Submit your own module to share with the rest of the DataCounts! community. Search by grade level, subject, or use the browse mode. 36

37. Learn more about DataCounts!, WebCHIP and SSDAN 37

38. Find detailed information for each dataset. 38

39. Find datasets and launch WebCHIP Search, Browse or use the manual launcher to find the dataset and open it using WebCHIP 39

40. Using the Data Browser, first select the data source (American Community Survey, Census, CPS or GSS). 40

41. We also have state-level ACS data sets located in the geo2005 collection. 41

42. We also have state-level ACS data sets located in the geoACS2005 collection. 42

43. Thank You! Check back for: – New DataCounts! updates – Future Webinars, PowerPoints and videos http://ssdan.net/datacounts/training.html – If you need help creating new modules or would like custom datasets made, please let us know! Questions or concerns? Contact the SSDAN office at: – 734-764-4064 – ssdan@isr.umich.edu ssdan@isr.umich.edu 43