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Data Set/Description Owner Last edited Size Views
Local College Data
The following data is for the year 2011 for colleges and universities in the Delaware, District of Columbia, Maryland, Pennsylvania, Virginia and West Virginia. Variables included in the data set include the college, type of college, location of college, admissions rate, SAT scores (Reading and Math, 75th percentile), tuition and fees, average amount of financial aid, enrollment (total and undergraduate), freshman retention rate, student/teacher ratio and graduation rate (5 year).
jpalmateerSep 23, 201324KB1250
SAT 2012
Combined SAT scores (out of 2400) for college bound high school seniors in 2012 by gender and total, binned by score.
sblackJan 13, 20134KB2225
CollegeCompletion.csv
College Completion Data TABLE 1: cc_institution_details ------------------------------- unitid - Department of Education Unit ID number chronname - Institution name city - Institution city state - Institution state level - Level of institution (4-year, 2-year) control - Control of institution (Public, Private not-for-profit, Private for-profit) basic - Carnegie Foundation for the Advancement of Teaching Basic Classification (2010 version) student_count - Total number of undergraduates in 2010 awards_per_value - Completions per 100 FTE undergraduate students (average 2011, 2012, and 2013) awards_per_state_value - Completions per 100 FTE undergraduate students, state and sector average awards_per_natl_value - Completions per 100 FTE undergraduate students, national sector average exp_award_value - Estimated educational spending (expenses related to instruction, research, public service, student services, academic support, institutional support, operations and maintenance) per academic award in 2013. Includes all certificates and degrees exp_award_state_value - Spending per completion, state and sector average exp_award_natl_value - Spending per completion, national sector average ft_pct - Percentage of undergraduates who attend full-time fte_value - total number of full-time equivalent undergraduates med_sat_value - Median estimated SAT value for incoming students med_sat_percentile - Institution's percent rank for median SAT value within sector aid_value - The average amount of student aid going to undergraduate recipients aid_percentile - Institution's percent rank for average amount of student aid going to undergraduate recipients within sector endow_value - End-of-year endowment value per full-time equivalent student endow_percentile - Institution's percent rank for endowment value per full-time equivalent student within sector grad_100_value - percentage of first-time, full-time, degree-seeking undergraduates who complete a degree or certificate program within 100 percent of expected time (bachelor's-seeking group at 4-year institutions) grad_100_percentile - Institution's percent rank for completers within 100 percent of normal time within sector grad_150_value - percentage of first-time, full-time, degree-seeking undergraduates who complete a degree or certificate program within 150 percent of expected time (bachelor's-seeking group at 4-year institutions) grad_150_percentile - Institution's percent rank for completers within 150 percent of normal time within sector pell_value - percentage of undergraduates receiving a Pell Grant pell_percentile - Institution's percent rank for undergraduate Pell recipients within sector retain_value - share of freshman students retained for a second year retain_percentile - Institution's percent rank for freshman retention percentage within sector ft_fac_value - Percentage of employees devoted to instruction, research or public service who are full-time and do not work for an associated medical school ft_fac_percentile - Institution's percent rank for full-time faculty share within sector vsa_year - Most recent year of Student Success and Progress Rate data available from the Voluntary System of Accountability vsa_grad_after4_first - First-time, full-time students who graduated from this institution within four years vsa_grad_elsewhere_after4_first - First-time, full-time students who graduated from another institution within four years vsa_enroll_after4_first - First-time, full-time students who are still enrolled at this institution after four years vsa_enroll_elsewhere_after4_first - First-time, full-time students who are enrolled at another institution after four years vsa_grad_after6_first - First-time, full-time students who graduated from this institution within six years vsa_grad_elsewhere_after6_first - First-time, full-time students who graduated from another institution within six years vsa_enroll_after6_first - First-time, full-time students who are still enrolled at this institution after six years vsa_enroll_elsewhere_after6_first - First-time, full-time students who are enrolled at another institution after six years vsa_grad_after4_transfer - Full-time transfer students who graduated from this institution within four years vsa_grad_elsewhere_after4_transfer - Full-time transfer students who graduated from another institution within four years vsa_enroll_after4_transfer - Full-time transfer students who are still enrolled at this institution after four years vsa_enroll_elsewhere_after4_transfer - Full-time transfer students who are enrolled at another institution after four years vsa_grad_after6_transfer - Full-time transfer students who graduated from this institution within six years vsa_grad_elsewhere_after6_transfer - Full-time transfer students who graduated from another institution within six years vsa_enroll_after6_transfer - Full-time transfer students who are still enrolled at this institution after six years vsa_enroll_elsewhere_after6_transfer - Full-time transfer students who are enrolled at another institution after six years counted_pct - share entering undergraduate class who were first-time, full-time, degree-seeking students, meaning that they generally would be part of a tracked cohort of potential graduates. The entering class of 2007 is displayed for 4-year institutions; 2010 for 2-year institutions.
msullivan13803Feb 3, 20172MB932
Local College Data MH
The following data is for the year 2011 for colleges and universities in the Delaware, District of Columbia, Maryland, Pennsylvania, Virginia and West Virginia. Variables included in the data set include the college, type of college, location of college, admissions rate, SAT scores (Reading and Math, 75th percentile), tuition and fees, average amount of financial aid, enrollment (total and undergraduate), freshman retention rate, student/teacher ratio and graduation rate (5 year).
mhdrums1125May 6, 201624KB4226
Cell Phone OLI
Math Math SAT score Verbal Verbal SAT score Credits Number of credits the student is registered for Year Year in college (1=Freshman, 2=Sophomore, 3=Junior, 4=Senior) Exer Time (in minutes) spent exercising in a typical day Sleep Time (in hours) spent sleeping in a typical day Veg Are you a vegetarian (yes, no, some) Cell Do you own a cell phone (yes, no) Cell Phones College students at a large state university completed a survey about their academic and personal life. Questions ranged from "How many credits are you registered for this semester?" to "Would you define yourself as a vegetarian?" Four sections of an introductory statistics course were chosen at random from all the sections of introductory statistics courses offered at the university in the semester when the survey was conducted, and the 312 students who completed the survey were students registered in one of the four chosen sections. In this exercise, we will use a subset of variables from the survey and use the collected data to answer three questions. Note that (1) these are real data, and (2) the symbol * in the worksheet means that this observation is not available (this is known as a "missing value").
corp_richardMay 2, 20168KB1131
SAT by state 06.xls
The data is from the Digest of Education Statistics http://nces.ed.gov/programs/digest/d06/tables/dt06_134.asp SAT score averages of college-bound seniors and percent of graduates taking SAT, by state or jurisdiction for 2005–06
wikipetersonNov 18, 20081KB1398
Exam Incentives
Will cash incentives increase students test scores? A college professor conducted an experiment to examine that idea. A group of 20 volunteers from the professor’s class participated in the experiment. Students were informed that they would receive compensation for taking an exam over the material from the professor’s class. Students were told to do the best they could on the exam. The 20 students were randomly assigned a dollar amount for their compensation that ranged from $1 to $50.
statrogJul 26, 2010278B1200
2015 Major League Soccer Players Salaries
This file shows the major league soccer players salaries for 2015. The data is sorted by club. Include are the players first and last names, position, 2015 Base Salary, and 2015 Guaranteed Compensation.
hbarker2Apr 5, 201619KB885
Word Counts by Males and Females Lab 2
Word counts during conversation of Men vs. Women to answer the research question: "Are Women Really More Talkative than Men?"
bdodson94Oct 26, 20174KB886
domviol.xls
This data was a pilot study of health outcomes related to domestic violence. Women from domestic violence shelters were asked about the severity of symptoms experienced in the last year. Women who were not abused were often workers at domestic violence shelters. The severity of the emotional, sexual, and physical violence was categorized into four groups 0 - no abuse, 1=least abuse, 2=middle level, and 3 = most. Abused is a dummy for whether abuse occurred. The main outcome variables are dummy variables for whether the woman experienced the health malady often in the last year. sxllhead=severe headaches, sxlinsom=insomnia, sxlchest=chest pain, sxlpelv=pelvic pain, sxlstom=stomach pain, sxlchok=sensation of choking, sxlbrea=shortness of breath,sxlvag=vaginal infection, sxlfat = fatigue. The women were age 18 - 48. Age25-34 is a dummy variable for age 25-34 and age35p is a dummy for ages 35 - 48. The variables least, middle, and most are dummy variables for level of violence. [Note: there are no easy labels for severity of violence. The label "Least" in no way implies that such a level is not important nor does it imply that there are no serious negative consequences on the life of the women experiencing the violence.] Creating contingency tables of abuse status vs. the health maladies is excellent practice for conditional probability and calculating a prevalence ratio to compare the two probabilities.
jph422Oct 15, 20086KB753
Amount Spent Per Visit at Best Burger
25 price samples from each shift, from each day of the week were taken from a restaurant. The results were then used to test the hypothesis that the restaurant's busiest time of the week is Friday, Saturday, and Sunday evenings.
melissa.millerNov 30, 201314KB718
YMS Table 1.15
This is data on the VERBAL and MATH SAT average scores by State with additional demographic data on HS diploma rates, educational funding, etc
lakestatsSep 26, 20072KB689
Job Satisfication
Job Satisfaction. The sources are found from Gallaudet's website (https://www.gallaudet.edu/office_of_academic_quality/institutional_research/alumni_survey.html).
susannahenderson1Feb 4, 2014165B510
Find Data Project - Taylor Murphy
Within this set of data, fast food restaurants are examined and their breakfast sandwiches are investigated for their nutritional value. The variables used are the fast food restaurant, the type of breakfast sandwich, the serving size (g), calories, total fat (g), saturated fat (g), trans fat (g), carbs (g), and the amount of sodium (g).
tmmurphJun 15, 20183KB211
SAT, ACT, AP School Performance in California High Schools for 2015-16
Gives school, district, and county name, total enrollment of seniors, total enrollment of 10th-12th graders, number of test takers for SAT, average scores, number earning a 1500+, percentage earning 1500+, number of test takers of AP exams, number who scored 1-5 on AP exam, percentage of test takers who earned at least a 3 on the exam, likewise for the ACT.
je175Jul 2, 2017305KB428

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