FINAL: USA Mean Composite SAT 2014 Scores with Percent Participation by State

The purpose of this project is to geographically represent the mean composite SAT scores and participation rates by state for the entire United States of America (USA) as if prepared by the National Center for Education Statistics of the U.S. Department of Education for an article on high school seniors and college entrance scores by the Washington Post. The project uses the college entrance exam scores (SAT scores) for 2014 high school students and test participation rates for 2014 college bound seniors from the College Board and 2017 U.S.A. boundaries from the U.S. Census Bureau. The SAT scores are a mean composite score of all 3 test scores sections, averaged together by state. The final bivariate map employes Gestalt's principles of visual hierarchy, contrast and figure-ground to show mean composite SAT scores as proportional symbols on an underlying choropleth map with percent participation by state. Both datasets were incorporated on one map utilizing ArcGIS Pro software. Datasets were tabulated in Excel, imported into ArcGIS Pro and combined using the Add Join tool.
By creating a bivariate map that cartographically represents both the percent student participation rate and the mean composite SAT score per state, the final product of this project effectively communicates the relationship between participation rate and mean SAT score. By using a sequential color scheme, the audience can easily determine which states have low and high participation rates. Additionally, by representing mean composite SAT score with proportional symbols, the audience can easily determine the states with low and high scores.
From the data on the map, the relationship between participation rate and mean composite SAT score can easily be determined. The relationship is an inverse one where the highest participation rates have the lowest scores, while the states with the lowest participation rates have the highest scores. It is evident that participation rate has a large impact on state mean composite SAT scores. While this seems counter intuitive, many factors contribute to SAT participation rates. Typically the top scoring students are the ones who elect to take the exam, so states with low participation rates mostly include those students who will do well which results in artificially higher SAT scores. Whereas, in states like DC, all students are required to take the SAT, which includes those students who many not do well or are not intending to attend and prepare for college, resulting in a naturally lower mean SAT score. These results demonstrate why mean composite scores should not be the only measurement used to rank or evaluate a state's educational system. 

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