Why Johnny Can’t Think: AP Statistics Version
I’ve spend part of this school year tutoring a student in AP Statistics. The course seems to be designed to help reinforce the classic paper “Why Most Published Research Findings Are False”. If the goal of high school is to prepare young people for citizenship and making decisions at work, AP Statistics seems like a spectacular failure. If the goal were to help people make decisions, wouldn’t the core of the class be hypothesis testing? People who take high school stats aren’t necessarily going to become professional statisticians but at least if hypothesis testing were the core they could be appropriately skeptical with regard to claims regarding, e.g., the efficacy of a new drug that taxpayers were being asked to pay for.
Hypothesis testing, however, is relegated to the end of the class/textbook/prep books. Thus for most of the class students have little context for why they are learning most of the material. Is it critically important to know what percentage of people think X based on a survey? Maybe for political pollsters who can then tell candidates how to pander to voters, but the most interesting uses of statistics seem generally to involve answering a question about whether an intervention was effective or not.
What do readers who are stats experts say? Would it make sense to weave hypothesis testing into the entire course?
Related:
- “Supplementary materials for teaching AP statistics?”
- “The Wrong Way to Teach Math” (New York Times article from February 27 using AP stats as the poster child for U.S. incompetence at designing math syllabi)
- “Everybody’s getting paid, but Raheem still can’t read.” (from “Schooled” in New Yorker)
