Champlain College Financial Literacy Assessment Data Analysis Request

Project Description

Financial Literacy Assessment Data (4-5 years worth) and need the following questions answered:

Financial Literacy Assessment Data – 2011 vs. 2015

The zip file contains two spreadsheets:

1. ‘2011 & 2015 Assessment Records’: contains all assessment data from 2011 and 2015 with student IDs as respondent identifiers.

Please note: Not all students who took the assessment in 2015 also took the assessment in 2011 (some students transferred in or were waived through the requirement). In the same way, not all students who took the assessment in 2011 also took it in 2015 (some students left the college early or held back and are not graduating this year).

Each assessment includes:

• 1 Respondent Date field (Note in the 2011, the date is not available. Instead, there is a “Respondent ID” field that sorts by earliest response to last response)

• 1 Student ID Question

• 10 Demographic Questions

• 20(*) content knowledge questions (marked in light red) on the following topic categories:

• Credit (7 questions)

• Income (3 questions)

• Saving and Investing (6 questions)

• Insurance (2 questions)

• Personal Finances and Budgeting (2 questions)

(*)The 2015 assessment also includes 4 extra questions that were not considered when scoring (to have an equal comparison against 2011).

• 5 Background and Interest questions marked in tan

• 7 Behavior questions marked in purple

1. ‘Event Attendance Record for Seniors’:

1. First tab contains all the events current seniors have attended throughout their journey at Champlain.

2. Second tab contains the details for each event: date and type.

3. Third tab contains the topic categories covered at each type of event. A few events cover more than one topic. For example, Check It Out covers ‘Personal Finances and Budgets’ at an intermediate level and ‘Saving and Investing’ at a basic level.

Questions to Answer:

Main:

Are students getting a higher score in topics that are covered in workshops they attended, versus topics they did not attend?

Are students who increased their financial knowledge also improving their behavior?

Other Questions:

Do students who tend to attend workshops/events in the fall semester (August – December) have higher scores in their 2015 assessment versus students who attend in the spring semester (January-May)?

Are there any considerable trends in any demographic groups or any particular majors? Do students who score higher also have better behaviors (lower credit card debt, don’t get overdrawn, etc.)?

Are students who worry about their finances more than average also scoring higher than average? Do they have better behaviors or worse than those who don’t worry as much?

Additional Information

• A summary of your business:  private 4-year college in Burlington, VT
• The problem that you are trying to solve:  Understanding the collected financial literacy data we have collected.
• The kind of expertise you require:  Data analysis / comprehension
• The data sources at your disposal and their formats (Pricing data in CSV format, etc.):  data in an excel file.