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and report the results. Is the quadratic term significant? 2. Show that, based on the equation from part 1, the number of prenatal visits that maximizes log(bwght)
is estimated to be about 22. How many women had at least 22 prenatal visits in the sample? 3. Does it make sense that birth weight is actually predicted to decline after 22 prenatal visits? Explain. 4. Add mother’s age to the equation, using a quadratic functional form. Holding npvis fixed, at what mother’s age is the birth weight of the child maximized? What fraction of women in the sample are older than the “optimal” age? 5. Would you say that mother’s age and number of prenatal visits explain a lot of the variation in log(bwght)?.
Task 2:
Use the data set meap93.RData to answer this question. Let math10 denote the percentage of students at a Michigan high school receiving a passing score on a standardized math test. We are interested in estimating the effect of per student spending (expend) on math performance. A simple model is
where the school size is measured by student enrollment (enroll), and lnchprg is the percentage of students eligible for the federally funded school lunch program.
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Assignment Task: Task 1: 1. Estimate the quation
and report the results. Is the quadratic term significant? 2. Show that, based on the equation from part 1, the number of prenatal visits that maximizes log(bwght)
is estimated to be about 22. How many women had at least 22 prenatal visits in the sample? 3. Does it make sense that birth weight is actually predicted to decline after 22 prenatal visits? Explain. 4. Add mother’s age to the equation, using a quadratic functional form. Holding npvis fixed, at what mother’s age is the birth weight of the child maximized? What fraction of women in the sample are older than the “optimal” age? 5. Would you say that mother’s age and number of prenatal visits explain a lot of the variation in log(bwght)?.
Task 2:
Use the data set meap93.RData to answer this question. Let math10 denote the percentage of students at a Michigan high school receiving a passing score on a standardized math test. We are interested in estimating the effect of per student spending (expend) on math performance. A simple model is
where the school size is measured by student enrollment (enroll), and lnchprg is the percentage of students eligible for the federally funded school lunch program.
- Estimate the model with and without the variable lnchprg (The model without lnchprg is referred to as model 1 and the model with lnchprg is referred to as model 2). Explain why the effect of expenditures on math10 is lower in model 2 than in model 1. 2. Does it appear that pass rates are lower at larger schools, other factors being equal? Explain. 3. Interpret the coefficient on lnchprg in model 2. 4. What do you make of the substantial increase in R2 from model 1 to model 2?
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