These visualizations represent the amount of students who were enrolled in Algebra 2 and the amount of students who were enrolled in Advanced Math by gender organized by state. We wanted to view these variables to explore a potential gender bias in advanced math classes. We were surprised to see that the female enrollment was higher in the majority of states. Although we cannot say definitively this rules out a gender bias in advanced math classes, the visualization is different from what we had expected to see. We also included total enrollment by gender organized by state to see if the enrollment in classes was due to more of one gender being enrolled. As total enrollment includes all enrollment across all grades after preschool, we cannot use this to demonstrate only highschool enrollment. However, we did see that the majority of states have a higher male enrollment than female enrollment, which we did find interesting considering that thesde math classes had higher female enrollment.
Variable Explanations
These visualizations represent total enrollment in Algebra in 8th grade and total enrollment in Algebra in 9th and 10th grades by gender organized by state. We also organized it by district and state, as well as just by district. We wanted to view enrollment of algebra to see if there were gender biases in math classes. We also wanted to see when most people take Algebra. We organized it by state and by district to allow users to look for their own district.
We also included total enrollment by gender organized by state to see if enrollment in classes was due to one gender being overrepresented, as well as if overall enrollment being higher was due to more students enrolled in that state. We cannot draw conclusions about gender biases in math classes from these visualizations nor the dataset, but the visualization provides interesting insights to these classes.
Note: Schools that did not provide data for these variables had their cell marked with a -9. If there was an EdFacts missing data it was marked with a -8. If there was a system error it was marked with a -7, and if the cell value was small it was marked with a -2. This has impacts on the visualizations, as the visualizations are a sum across all observations for that variable. However, after viewing the dataset, we have made the educated assumption that schools that did not provide data for one of these variables also did not provide data for the other, so the proportions should not be significantly different. This is still important to note, as we cannot guarantee this.
Variable Explanations
