Correlations among GPA SAT Etc

Part 1

The data set found HERE (data file), HERE (SPSS file) or HERE (Excel file) contains data for the following variables for each of 108 college sophomores: Student’s sex (male or female), student’s socioeconomic status (economically "advantaged" or "disadvantaged"), student’s combined SAT score, student’s high school class rank, a high school counselor’s prediction as to how well the student would do in college (i.e., whether he or she would be an "A," "B," "C," or "D/F" student), and student’s’ grade-point-average (GPA) by the end of his or her sophomore year in college ( "A," "B," "C," or "D/F").

  1. Which of the other variables (SAT, high school class rank, or counselors’ prediction) has the strongest relationship with students’ actual level of performance after two years in college?
  2. What is the strength of the relationship between high school rank and college sophomore GPA?
  3. What is the strength of the relationship between counselors’ predictions and sophomore GPA?
  4. What is the strength of the relationship between the SAT and sophomore GPA?

Part 2

Using the data set for the previous question (the item concerning the 108 sophomores), determine whether counselors may have been biased in their predictions of who (males or females) were more likely to do well in college.  

  1. Are their predictions biased?
  2. What statistical procedure did you use to determine this and why?
  3. What is the value of the statistic you computed?

Part 3

Again, using the data set for the previous problem, determine whether level of "advantagment" effects students’ SAT scores.  

  1. Is there a statistically significant difference?
  2. What statistical test did you use and why?
  3. What is the strength of the relationship between "advantagement" and SAT scores?
  4. Provide a table of descriptive statistics for advantaged and disadvantaged students’ SAT scores.