All figures below are part of a paper - "Understanding Factors that Contribute to Standardized Test Performance". To access the full paper, please go here:
Please go to the following boxes below for various static ggplot2 graphs. All the graphs are created from the same dataset. For the dataset and codes, please click on the button right below.
Figure 1 shows that in the three sub plots with exception of the math score plot, female students outperform male students (the dashed lines represent average scores). The math score plot shows consistently higher male scores than female scores. The writing score and reading plots at the bottom show huge differences between the male and female scores. This illustrates the impact of gender on test score.
In all four plots of Figure 3, students with standard lunch types consistently perform better than those with free/reduced lunch types. In the three component score plots, the median reading score for standard lunch type students is the highest at 72. These plots provide evidence that there is relationship between test score and lunch type.
Figure 4 shows that students who spend more time on studying for the test tend to perform better than those who spend less time. The median number of hours spent on studying for a B-or-above group is higher than that for below-B group by 4 hours (23.0-19.0 = 4.0). The range of hours studied for B-or-above group is wider than that for below-B group. The left plot also shows that some students spend less time on studying but still archived at least a B grade. The opposite is also true that some students spent more than 23 hours on studying per week but still archived less than a B grade. The right plot doesn’t seem to show that there is any difference between hours exercised and the type of test grade. The median values for both are the same. And the distributions of the hours spent on exercising for both types of grade are similar.