Online Senior Assessment 2010: Natural Sciences
Introduction
The fourth component of the OSA contains questions for the Natural Sciences core. The
first questions ask the participants about how they fulfilled their Natural Sciences core
requirement.
The following table shows the number and percentage of participants who selected
each response to the first question regarding where students took their core curriculum
course. The number of participants selecting each response adds up to more than the
755 total participants because those who did not select “I took all my core curriculum
classes in natural science at Tech” could select more than one of the other responses.
How did you complete your core curriculum requirement in Natural Science?
% of all
% of all
Response
N
Responses Participants
I took at least one natural science core curriculum
25
3.2%
3.3%
class through dual credit in high school.
I took at least one advanced placement natural
43
5.5%
5.7%
science core curriculum class in high school.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 1 of 20
Online Senior Assessment 2010: Natural Sciences
How did you complete your core curriculum requirement in Natural Science? (Cont.)
I took at least one CLEP exam for natural science
7
0.9%
0.9%
core curriculum credit.
I received transfer core curriculum natural science
credit for at least one class that I took at another
247
31.9%
32.7%
institution.
I took all my core curriculum classes in natural
453
58.5%
60.0%
science at Tech.
Total Responses
775
100.0%
For the analysis in this report the 755 participants are divided into the “TTU” group and
the “ELSE” group. The TTU group represents the 453 participants (i.e., 60.0%) who
selected “I took all my core curriculum classes in natural science at Tech” and the ELSE
group represents the 302 participants (i.e., 40.0%) who selected one or more of the
other responses indicating that they took their core curriculum class in the Natural
Sciences elsewhere. The following pie chart shows this division of the sample.
Natural Sciences
302 (40.0%)
TTU
453 (60.0%)
ELSE
The 302 participants in the ELSE group were also asked if the class they took outside of
Tech counted for their core curriculum credit. Of the 302 participants who reported
taking a Natural Sciences course elsewhere, 14 (i.e., 4.6%) reported that they did not
know if the course counted for their Natural Sciences core curriculum credit and 288
(i.e., 95.4%) reported that the course did count for their Natural Sciences core
curriculum credit. The 288 participants who reported that the course taken outside of
Tech did count for their Natural Sciences core curriculum credit were also asked which
one counted. The following table shows the number and percentage of the 288
participants who selected each response.
Which one?
Response
A dual credit class.
An advanced placement class.
A CLEP exam.
A class I took at another institution.
I don't know.
Total
N
%
22
7.6%
29
10.1%
3
1.0%
230
79.9%
4
1.4%
288 100.0%
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 2 of 20
Online Senior Assessment 2010: Natural Sciences
The system stores some data for each of the participants and so it was possible to
identify the respondents who major in Natural Sciences. The following majors were
identified and classified as Natural Sciences majors: Animal Sciences, Biology,
Geosciences, Horticultural Turf Grass Science, Microbiology, Physics, and Zoology.
There were a total of 79 Natural Science majors in the sample. These participants
represent the so-called “experts”.
Natural Sciences Majors
Major
Frequency Percentage
Animal Sciences
6
7.6%
Biology
31
39.2%
Chemistry
9
11.4%
Biochemistry
16
20.3%
Geosciences
4
5.1%
Horticultural Turf Grass Science
2
2.5%
Microbiology
6
7.6%
Physics
2
2.5%
Zoology
3
3.8%
Total
79
100.0%
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 3 of 20
Online Senior Assessment 2010: Natural Sciences
Results
The student learning outcomes for the Natural Sciences are:
Demonstrate knowledge of the scientific method and to contrast it with other
ways of understanding the world.
Demonstrate knowledge of the tools and methods used by scientists to study
the natural world.
Explain some of the major theories in the Natural Sciences.
Describe how Natural Sciences research informs societal issues, including
ethics.
The first learning outcome aligns with the fourth, fifth, and sixth question. The second
learning outcome aligns with the fourth and fifth question. The third learning outcome
aligns with the first, second, and third question. The fourth student learning outcome
aligns with the second question.
The Natural Sciences portion of the assessment contains six knowledge questions.
These are shown below as a screenshot from the actual instrument. For analysis
purposes, the answers were coded from 1 to 5 (for the questions with 5 answers) or 1 to
4 (for the questions with 4 answers) in the order they appear on the actual instrument.
Attachment D shows how many times each answer choice was selected by the different
participants for all of the Natural Sciences questions.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 4 of 20
Online Senior Assessment 2010: Natural Sciences
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 5 of 20
Online Senior Assessment 2010: Natural Sciences
Natural Sciences 1:
The chart below shows the distributions of answers for the first question for participants
who took their class for the Natural Sciences core requirement at TTU (blue) and
participants who took their class for the Natural Sciences core requirement elsewhere
(red). Answer 4 is the correct choice. It can be seen that almost half of both groups
chose the correct answer. The low percentage of correct responses for this question
could be because this question requires specific area knowledge that would not be
covered in some natural sciences courses. Overall, a few more people in the ELSE
group chose the correct answer as compared to the TTU group (49.0% vs. 44.2%). This
difference is not statistically significant at the 0.05 level (see attachment A for details).
This means that on average students who take their class for the Natural Sciences core
requirement elsewhere do not do significantly better with this question than the students
who take their Natural Sciences class at TTU. Since the first question aligns with the
third learning outcome, this suggests that on average students who take their Natural
Sciences course elsewhere meet this learning outcome similar to students who take
their course at TTU.
Natural Sciences 1
60.0%
49.0%
44.2%
50.0%
40.0%
30.0%
20.0%
TTU
20.8%20.9%
20.1%
16.9%
ELSE
10.4%11.3%
10.0%
4.6%
2.0%
0.0%
1
2
3
4
5
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 6 of 20
Online Senior Assessment 2010: Natural Sciences
Natural Sciences 2:
The chart below shows the distributions of answers for the second question for
participants who took their class for the Natural Sciences core requirement at TTU
(blue) and participants who took their class for the Natural Sciences core requirement
elsewhere (red). Answer 4 is again the correct choice. It can be seen that about half of
both groups chose the correct answer. The fact that so many people chose the same
wrong answer (i.e., answer 1) might indicate a lack of understanding in this area or that
the answer choice was confusing. The low percentage of correct responses for this
question could be because this question requires specific area knowledge that would
not be covered in some natural sciences courses. Overall, a few more people in the
TTU group chose the correct answer as compared to the ELSE group (46.6% vs.
46.0%). This difference is not statistically significant at the 0.05 level (see attachment A
for details). This means that on average students who take their class for the Natural
Sciences core requirement at TTU do not do significantly better with this question than
the students who take their Natural Sciences class elsewhere. Since the second
question aligns with the third and fourth learning outcomes, this suggests that on
average students who take their Natural Sciences course at TTU meet these learning
outcomes similar to students who take their course elsewhere.
Natural Sciences 2
50.0%
46.6%46.0%
45.0%
40.0%
35.0%
35.3%34.1%
30.0%
25.0%
TTU
20.0%
ELSE
14.6%
12.8%
15.0%
10.0%
4.0% 3.6%
5.0%
1.3% 1.7%
0.0%
1
2
3
4
5
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 7 of 20
Online Senior Assessment 2010: Natural Sciences
Natural Sciences 3:
The chart below shows the distributions of answers for the third question for participants
who took their class for the Natural Sciences core requirement at TTU (blue) and
participants who took their class for the Natural Sciences core requirement elsewhere
(red). Answer 1 is the correct choice. It can be seen that a majority of both groups
chose the correct answer, with about one fourth of both groups choosing another
answer. This question also requires specific area knowledge that would not be covered
in some natural sciences courses. Overall, a few more people in the ELSE group chose
the correct answer as compared to the TTU group (75.2% vs. 73.3%). This difference is
not statistically significant at the 0.05 level (see attachment A for details). This means
that on average students who take their class for the Natural Sciences core requirement
elsewhere do not do significantly better with this question than the students who take
their Natural Sciences class at TTU. Since the third question aligns with the third
learning outcome, this suggests that on average students who take their Natural
Sciences course elsewhere meet this learning outcome similar to students who take
their course at TTU.
Natural Sciences 3
80.0%
73.3% 75.2%
70.0%
60.0%
50.0%
40.0%
TTU
30.0%
ELSE
20.0%
13.7% 14.9%
10.4%
10.0%
7.6%
2.6% 2.3%
0.0%
1
2
3
4
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 8 of 20
Online Senior Assessment 2010: Natural Sciences
Natural Sciences 4:
The chart below shows the distributions of answers for the fourth question for
participants who took their class for the Natural Sciences core requirement at TTU
(blue) and participants who took their class for the Natural Sciences core requirement
elsewhere (red). Answer 4 is the correct choice. It can be seen that a large majority of
both groups chose the correct answer, which may mean that this question is not a good
discriminator of knowledge in the Natural Sciences. Overall, a few more people in the
TTU group chose the correct answer as compared to the ELSE group (84.1% vs.
83.4%). This difference is not statistically significant at the 0.05 level (see attachment A
for details). This means that on average students who take their class for the Natural
Sciences core requirement at TTU do not do significantly better with this question than
the students who take their Natural Sciences elsewhere. Since the fourth question
aligns with the first and second learning outcomes, this suggests that on average
students who take their Natural Sciences course at TTU meet these learning outcomes
similar to students who take their course elsewhere.
Natural Sciences 4
90.0%
84.1% 83.4%
80.0%
70.0%
60.0%
50.0%
TTU
40.0%
ELSE
30.0%
20.0%
10.0%
2.9% 2.6%
8.6% 7.6%
4.4% 6.3%
2
3
0.0%
1
4
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 9 of 20
Online Senior Assessment 2010: Natural Sciences
Natural Sciences 5:
The chart below shows the distributions of answers for the fifth question for participants
who took their class for the Natural Sciences core requirement at TTU (blue) and
participants who took their class for the Natural Sciences core requirement elsewhere
(red). Answer 2 is the correct choice. It can be seen that a majority of both groups
chose the correct answer. Overall, more people in the TTU group chose the correct
answer as compared to the ELSE group (79.7% vs. 79.5%). This difference is not
statistically significant at the 0.05 level (see attachment A for details). This means that
on average students who take their class for the Natural Sciences core requirement at
TTU do not do significantly better with this question than the students who take their
Natural Sciences class elsewhere. Since the fifth question aligns with the first and
second learning outcomes, this suggests that on average students who take their
Natural Sciences course at TTU meet these learning outcomes similar to students who
take their course elsewhere.
Natural Sciences 5
90.0%
79.7% 79.5%
80.0%
70.0%
60.0%
50.0%
TTU
40.0%
ELSE
30.0%
20.0%
18.5% 17.5%
10.0%
0.9% 2.0%
0.9% 1.0%
3
4
0.0%
1
2
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 10 of 20
Online Senior Assessment 2010: Natural Sciences
Natural Sciences 6:
The chart below shows the distributions of answers for the sixth question for participants
who took their class for the Natural Sciences core requirement at TTU (blue) and
participants who took their class for the Natural Sciences core requirement elsewhere
(red). Answer 2 is the correct choice. It can be seen that a large majority of both groups
chose the correct answer, which may mean that this question is not a good
discriminator of knowledge in the Natural Sciences. Overall, a few more people in the
TTU group chose the correct answer as compared to the ELSE group (90.7% vs.
88.7%). This difference is not statistically significant at the 0.05 level (see attachment A
for details). This means that on average students who take their class for the Natural
Sciences core requirement at TTU do not do significantly better with this question than
the students who take their Natural Sciences class elsewhere. Since the sixth question
aligns with the first learning outcome, this suggests that on average students who take
their Natural Sciences course at TTU meet this learning outcome similar to students
who take their course elsewhere.
Natural Sciences 6
100.0%
90.7% 88.7%
90.0%
80.0%
70.0%
60.0%
50.0%
TTU
40.0%
ELSE
30.0%
20.0%
10.0%
5.1% 6.3%
3.3% 3.6%
0.9% 1.3%
3
4
0.0%
1
2
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 11 of 20
Online Senior Assessment 2010: Natural Sciences
Natural Sciences Average:
The table below compares the differences between TTU and ELSE when the results for
all the questions are averaged (e.g., if a student got 3 out of the 6 questions correct, his
score will be 3/6 = .50). The mean is almost the same, but slightly higher for students
who took their core requirement for the Natural Sciences elsewhere. This difference is
not statistically significant at the 0.05 level. This means that on average TTU performs
about the same as ELSE in the Natural Sciences.
Core at TTU
Mean
SD
N
Natural Sciences
Overall
453
69.8%
Core Elsewhere
Mean
SD
N
20.4%
302
70.3%
T-stat
21.9%
-0.354
P-value
0.724
The chart below shows the distributions of the average scores for participants who took
their class for the Natural Sciences core requirement at TTU (blue) and participants who
took their class for the Natural Sciences core requirement elsewhere (red). The
distributions are similar, but it looks like the ELSE group had more people with 6 correct
answers and that the TTU group had more people with 4 correct answers.
Natural Sciences Overall: TTU vs. ELSE
40.0%
35.0%
31.1%
30.0%
33.6%
31.8%
26.8%
25.0%
20.0%
15.6%
14.6%
15.0%
11.3%
10.0%
5.0%
15.6%
1.1%0.3%
4.3%
1.8%
6.6%5.6%
0.0%
0%
16.7%
33.3%
50.0%
66.7%
83.3%
100%
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 12 of 20
TTU
ELSE
Online Senior Assessment 2010: Natural Sciences
The table below shows a comparison of the average scores for the participants
selecting each course option within the ELSE group (those selecting more than one
course option were excluded from the analysis). The table includes the F value and P
value for an analysis of variance comparing the means. Although the table shows
information for all four ELSE options, the group with less than 15 participants (CLEP
Exam) was excluded from the analysis of variance.
Elsewhere
Dual Credit
Advanced Placement
CLEP Exam
Another Institution
Total
N
16
33
4
236
289
Mean
70.8%
79.3%
75.0%
68.7%
70.1%
St. Dev.
22.4%
18.6%
9.6%
22.3%
22.0%
F-value
3.391
P-value
0.035
Based on the mean, students who took their Natural Sciences course through advanced
placement are the highest-performing group and students who took their course at
another institution are the lowest performing group. The means are significantly
different at the 0.05 level though. This suggests that on average for the students who
take their Natural Sciences course elsewhere, which course option they use to take
their Natural Sciences course makes a difference in how they perform on the Natural
Sciences section of the OSA. Tukey’s method for multiple comparisons was used to
find which course option means are significantly different. The following table shows
the significant differences at the 0.05 level.
Comparison
Advanced Placement vs. Another Institution
P-value
0.026
The table shows the one difference that was significant at the 0.05 level. This
difference suggests that on average students who take their Natural Sciences course
through advanced placement do better on the Natural Sciences section of the OSA than
students who take their Natural Sciences course at another institution. This outcome
makes sense when considering that students who take an AP course need to pass an
exam to receive credit, which suggests that they performed well in their AP class.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 13 of 20
Online Senior Assessment 2010: Natural Sciences
The chart below shows the distributions of the average scores for those participants
who are majoring in the Natural Sciences (blue) and participants who are not majoring
in the Natural Sciences (red). A larger percentage of the Natural Sciences majors
answered most or all of the questions correctly. Overall, the majors have a higher
average than the non-majors (79.3% vs. 68.9%). This difference is statistically
significant at the .05 level (see attachment B for details). This suggests that Natural
Science majors perform better on average than non-majors on the Natural Sciences
portion of the assessment.
Natural Sciences Overall: Majors vs. Non-majors
45.0%
41.8%
40.0%
35.0%
30.8%
31.8%
27.8%
30.0%
25.0%
20.0%
15.8%
Majors
17.7%
Non-Majors
15.0%
11.2%
6.8% 7.6%
10.0%
5.0%
0.0%0.9%
3.8%2.7%
1.3%
0.0%
0%
16.7%
33.3%
50.0%
66.7%
83.3%
100%
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 14 of 20
Online Senior Assessment 2010: Natural Sciences
The chart below shows the distribution of the average scores for the female participants
(blue) and the male participants (red). The male participants had higher overall scores
than the female participants (mean of 72.2% vs. 68.3%). This is significant at the 0.05
level (see attachment C for details). This suggests that male students do better on
average than female students with the Natural Sciences section of the OSA. It appears
in the chart below that the significant difference in average scores for the female and
male participants is due to more male participants getting 6 out of 6 questions correct
and more female participants getting 3 or 4 out of 6 questions correct.
Natural Sciences Overall by Sex
33.1%
35.0%
32.7%32.7%
30.0%
24.4%
25.0%
19.2%
20.0%
15.9%
13.8%
15.0%
Female
Male
10.0%
8.6%
5.9% 6.7%
5.0%
0.7% 1.0%
3.2% 2.2%
0.0%
0%
16.7%
33.3%
50.0%
66.7%
83.3%
100%
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 15 of 20
Online Senior Assessment 2010: Natural Sciences
The following table shows the correlations between the overall average for the Natural
Sciences questions and time to complete OSA, GPA, SAT score, ACT score, transfer
credits, total credits earned, and age (p-values for the correlations are in parentheses).
The correlations with GPA, SAT, ACT, and total credits earned are significant at the
0.05 level. This suggests that students with higher GPA’s, higher SAT scores, higher
SAT scores, and more total credits earned perform better on average with the Natural
Sciences section of the OSA. Some of these correlations, though, are small and more
likely to be found statistically significant because of the large sample size.
Natural Sciences
Overall
Transfer Total
Time
GPA
SAT
ACT
Credits
Credits Age
Correlation -0.065
0.143
0.334
0.380
-0.050
0.115
0.067
P-value
(0.074) (<0.001) (<0.001) (<0.001)
(0.171) (0.002) (0.064)
N
755
755
511
388
755
755
755
The following tables show the results of regression models for the overall average for
the Natural Sciences questions including all of the variables that have been explored in
this analysis. There are three separate regression models because not all of the
participants have an SAT score and ACT score. Since most students either have an
SAT score or an ACT score, there would be too many missing values if both scores
were included in the same regression model. The first model excludes both in order to
include most respondents in the analysis.
Natural Sciences Model 1
N
F
P-value
753
8.59
< 0.001
Variable
Coefficient P-value
Intercept
0.381 < 0.001
Time
-0.000023
0.090
Sex
-0.043
0.004
GPA
0.059 < 0.001
Transfer Credits
-0.000018
0.967
Total Credits
0.00096
0.007
Age
0.0038
0.009
Natural Sciences Major
0.097 < 0.001
Natural Sciences class taken at TTU
-0.0370
0.040
This first model excludes SAT and ACT score to include 753 of the 755 participants.
The model overall is significant at the 0.05 level (R2 = 0.0846). For this model sex,
GPA, total credits earned, age, and Natural Sciences major are the significant
predictors at the 0.05 level for the overall average for the Natural Sciences questions.
These predictors suggest that on average male students, students with higher GPA’s,
students with more total credits earned, older students, and students majoring in the
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 16 of 20
Online Senior Assessment 2010: Natural Sciences
Natural Sciences do better on the Natural Sciences section of the OSA when the other
variables in the model are held constant.
Natural Sciences Model 2
N
F
P-value
511
11.38
< 0.001
Variable
Coefficient P-value
Intercept
0.017
0.862
Time
-0.0000086
0.620
Sex
-0.035
0.042
GPA
0.035
0.027
Transfer Credits
-0.000042
0.939
Total Credits
0.00037
0.380
Age
0.0082
0.001
Natural Sciences Major
0.089 < 0.001
Natural Sciences class taken at TTU
-0.029
0.157
SAT
0.00036 < 0.001
This second model includes SAT score and excludes ACT score to include 511 of the
755 participants. The model overall is significant at the 0.05 level (R2 = 0.1698). For
this model sex, GPA, age, Natural Sciences major, and SAT score are the significant
predictors at the 0.05 level for the overall average for the Natural Sciences questions.
These predictors suggest that on average male students, students with higher GPA’s,
older students, students majoring in the Natural Sciences, and students with higher SAT
scores do better on the Natural Sciences section of the OSA when the other variables in
the model are held constant.
Natural Sciences Model 3
N
F
P-value
387
11.11
< 0.001
Variable
Coefficient P-value
Intercept
0.021
0.856
Time
0.000019
0.696
Sex
-0.059
0.003
GPA
0.034
0.088
Transfer Credits
0.00030
0.619
Total Credits
0.00036
0.449
Age
0.0070
0.024
Natural Sciences Major
0.084
0.008
Natural Sciences class taken at TTU
-0.030
0.209
ACT
0.017 < 0.001
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 17 of 20
Online Senior Assessment 2010: Natural Sciences
This third model includes ACT score and excludes SAT score to include 387 of the 755
participants. The model overall is significant at the 0.05 level (R2 = 0.2097). For this
model sex, age, Natural Sciences major, and ACT score are the significant predictors at
the 0.05 level for the overall average for the Natural Sciences questions. These
predictors suggests that on average male students, older students, students majoring in
the Natural Sciences, and students with higher ACT scores do better on the Natural
Sciences section of the OSA when the other variables in the model are held constant.
Limitations
It is difficult to assess the breadth of knowledge found in the Natural Sciences with six
questions. Two of the questions (questions 4 and 6) may have been too simple to
discriminate between those with a greater understanding of the Natural Sciences and
those with a lesser understanding of the Natural Sciences.
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 18 of 20
Online Senior Assessment 2009: Natural Sciences
Attachments
Attachment A: Summary of Chi-Square Tests for Questions 1 - 6
Natural Science 1
Natural Science 2
Natural Science 3
Natural Science 4
Natural Science 5
Natural Science 6
TTU
(N=452)
correct incorrect
200
253
210
243
331
122
380
73
360
93
411
42
Else
(N=288)
correct incorrect
148
154
140
162
228
74
253
49
241
61
268
34
Chi Statistic
1.72
0.00
0.56
0.00
0.01
0.79
Chi Probability
0.1897
1.0000
0.4559
0.9678
0.9119
0.3741
Attachment B: 2-Sample T-Test for Average Scores of Majors and Non-majors
N
Natural Sciences
Overall
79
Majors
Mean
SD
79.3%
N
20.0%
676
Non-Majors
Mean
SD
68.9%
T-stat
20.8%
4.229
P-value
< 0.001
Attachment C: 2-Sample T-Test for Average Scores by Sex
N
Natural Sciences
Overall
441
Female
Mean
SD
68.3%
N
20.1%
312
Male
Mean
SD
72.2%
T-stat
22.1%
-2.513
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 19 of 20
P-value
0.012
Online Senior Assessment 2009: Natural Sciences
Attachment D: Number of Participants Selecting Each Answer for Each Question
Natural Sciences 1
Answer
TTU
ELSE
1
91
51
2
94
63
3
47
34
4
200
148
5
21
6
Natural Sciences 4
Answer
TTU
ELSE
1
13
8
2
39
23
3
20
19
4
381
252
Natural Sciences 2
Answer
TTU
ELSE
1
160
103
2
18
11
3
58
44
4
211
139
5
6
5
Natural Sciences 5
Answer
TTU
ELSE
1
84
53
2
361
240
3
4
6
4
4
3
Natural Sciences 3
Answer
TTU
ELSE
1
332
227
2
62
45
3
47
23
4
12
7
Natural Sciences 6
Answer
TTU
ELSE
1
23
19
2
411
268
3
15
11
4
4
4
Office of Planning and Assessment, Devin DuPree and Sabrina Sattler, July 2010
Page 20 of 20