University of Phoenix



Analyzing College Success Scenario

There has been much debate on how to predict college success. The University of Wisconsin - Eau Claire (UWEC) has hired your team to look into the success of their male and female students. They want to know if one group is performing better than the other. They also want to know if the ACT is a good indication of how the students perform in college or is better to use the high school percentile as an indication of academic success.

Download the data set from the textbook using this link:



Open the Excel® Worksheet entitled “focus”.

Here is a key to the data labels:

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There are three main roles in this scenario. Select a role and complete the task listed under the role. .

Role #1: Male Student Analyst

Your task is to analyze the data on the male students at UWEC. Specifically, you are looking at the ACT, high school percentile, and GPA data. Hint: you may want to sort the Excel® data by sex before doing any of these calculations/graphics.

a) Using the technology of your choice calculate:

i. Each male student’s average ACT score. Hint: you may want to make another column in the Excel® file and create a function that will do this.

ii. The mean, median, mode, standard deviation, and 5 number summary (see Section 3.4 of the text) of average ACT scores for male students.

iii. The mean, median, mode, standard deviation, and 5 number summary (see Section 3.4 of the text) of the high school percentiles for male students.

iv. The mean, median, mode, standard deviation, and 5 number summary (see Section 3.4 of the text) of the GPA’s of male students.

v. Using these calculations, what can you conclude about the data?

b) Using the technology of your choice create:

i. A histogram of each set of data (average ACT score, high school percentiles, and GPA’s).

ii. Analyze each histogram. Is it symmetric? Are there any outliers? Is it skewed? If so, left or right skewed? How spread out is it?

Role #2: Female Student Analyst

Your task is to analyze the data on the female students at UWEC. Specifically, you are looking at the ACT, high school percentile, and GPA data. Hint: you may want to sort the Excel® data by sex before doing any of these calculations/graphics.

a) Using the technology of your choice calculate:

i. Each female student’s average ACT score. Hint: you may want to make another column in the Excel® file and create a function that will do this.

ii. The mean, median, mode, standard deviation, and 5 number summary (see Section 3.4 of the text) of average ACT scores for female students.

iii. The mean, median, mode, standard deviation, and 5 number summary (see Section 3.4 of the text) of the high school percentiles for female students.

iv. The mean, median, mode, standard deviation, and 5 number summary (see Section 3.4 of the text) of the GPAs of female students.

v. Using these calculations, what can you conclude about the data?

b) Using the technology of your choice create:

i. A histogram of each set of data (average ACT scores, high school percentiles, and GPAs).

ii. Analyze each histogram. Is it symmetric? Are there any outliers? Is it skewed? If so, left or right skewed? How spread out is it?

Role #3: Age Analyst

Do older students do better than younger ones? Your task is to analyze the data on students older than 25 years old at UWEC. Specifically, you are looking at the ACT, high school percentile, and GPA data. Hint: you may want to sort the Excel® data by age before doing any of these calculations/graphics.

a) Using the technology of your choice calculate:

i. Average ACT score for students over 25 years old. Hint: you may want to make another column in the Excel® file and create a function that will do this.

ii. The mean, median, mode, standard deviation, and 5 number summary (see Section 3.4 of the text) of average ACT scores for students over 25 years old.

iii. The mean, median, mode, standard deviation, and 5 number summary (see Section 3.4 of the text) of the high school percentiles for students over 25 years old.

iv. The mean, median, mode, standard deviation, and 5 number summary (see Section 3.4 of the text) of the GPAs of students over 25 years old.

v. Using these calculations, what can you conclude about the data?

b) Using the technology of your choice create:

i. A histogram of each set of data (average ACT scores, high school percentiles, and GPAs).

ii. Analyze each histogram. Is it symmetric? Are there any outliers? Is it skewed? If so, left or right skewed? How spread out is it?

Click the Assignment Files tab to submit your assignment.

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