1. Using DataCounts! And WebCHIP

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. What is DataCounts? DataCounts! provides easy access to a wide range of demographic and social science datasets, primarily intended for use in the university-level classroom. DataCounts!, which supports and updates the Census in the Classroom project, is maintained by SSDAN, the Social Science Data Analysis Network.

4. How to use DataCounts! http://www.ssdan.net/datacounts/index.html

5. Welcome to DataCounts! 5

6. Find interactive tutorials on how to navigate the website and use WebCHIP 6

7. 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. 7

8. Learn more about DataCounts!, WebCHIP and SSDAN 8

9. Find detailed information for each dataset. 9

10. Find datasets and launch WebCHIP Search, Browse or use the manual launcher to find the dataset and open it using WebCHIP 10

11. Using the Data Browser, first select the data source (American Community Survey, Census, CPS or GSS). 11

12. We also have state-level ACS data sets located in the ‘geo2005’ collection. 12

13. We also have state-level ACS data sets located in the ‘geoACS2005’ collection. 13

14. What is WebCHIP? WebCHIP and StudentCHIP are the software programs used to access the DataCounts! datasets and implement classroom modules. StudentCHIP is available for licensing through ZetaData and is a stand-alone, desktop-based program. WebCHIP provides much of the same functionality in an Internet-based version.

15. March 2010 Teaching with Contingency Tables 15

16. 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. 16

17. 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? 17

18. 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. 18

19. 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 19 When immigrated Earnings

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24. Planning Native BornImmigration: Before 1990Immigration: 1990-2005Total Less $25,000 $25-34,999 $35-49,999 $50-69,999 $70-99,999 $100,000 and over Total 24 Now that we’ve seen the variables and their categories, we know the table headers

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30. Percent-Across Table Percent-Down Table 30

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33. One table for each control variable category (i.e. one table for each race) 33

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35. One graph will appear for each control variable category. Select “Next graph” to view each graph. 35

36. One graph for each control variable category (i.e. one graph for each race) 36

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39. 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? 39

40. 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 40

41. 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 41 When immigrated Education

42. Planning Native BornImmigration: Before 1990Immigration: 1990-2005Total Less than High School High School Grad Some College College Grad Total 42 Now that we’ve seen the variables and their categories, we know the table headers

43. INDIVIDUAL ACTIVITY 43

44. 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

45. 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

46. Questions/Discussion 46