Chapter 9 [ Hypothesis Testing: Concepts and Consumption 10. Voucher Vouch Voucher Controversy Title: White House Ignores Evidence of How D.C. School Vouchers Work Author: Editorial Board Opinion Source: Washington Post, March 29, 2011. http://www.washingtonpost. com/opinions/ white-house-ignoresevidence-ofhowdc-school- vouchers-work/ZOI1/03/29/AFanHyB_story.htm| Consider the following statements from a recent Washington Post editorial discussing the strongly-worded dismissal of school vouchers. The article says: That dismissal might come as a surprise to Patrick J. Wolfr the principal investigator who helped conduct the rigorous studies of the D.C. Opportunity Scholarship Program and who has more than a decade of experience evaluating school choice programs. Here's what Mr. Wolf had to say about the program in Feb. 16 testimony to the Senate Committee on Homeland Security and Governmental Operations." In my opinion, by demonstrating statistically signicant experimental impacts on boosting high school graduation rates and generating a wealth of evidence suggesting that students also beneted in reading achievement, the DC OSP has accomplished what few educational interventions can claim: It markedly improved important education outcomes for low-income inner-city students." a. The phrase \"statistically signicant" is used in Mr. Wolf's testimony. What are the null (H0) and alternative (H A) hypotheses in the context of that testimony? i. Ho: Vouchers help graduation rates vs. HA: No, they don't. ii. HO: Vouchers help students getjobs vs. HA: No, they don't. iii. H0: Vouchers don't help students getjobs vs. HA: Yes, they do. iv. H0: Vouchers don't help graduation rates vs. HA: Yes, they do. b. What does the decision that was made have to do with a false positive rate? i. The FPR is essentially the same as a pvalue. In this case, the FPR must have been smaller than 0.05. ii. The FPR is essentially the same as an assumed Type I error rate, typically taken to be 0.05_ In this case, the p-value must have been bigger than 0.05. iii. The FPR is essentially the same as a p-value. in this case the FPR must have been bigger for the DC OSP than for non-voucher programs. iv. The FPR is essentially the same as an assumed Type I error rate, typically taken to be 0.05 In this case, the p-value must have been smaller than 0.05. 214 Beyond the Numbers: A Student-Centered Approach for Learning Statistical Reasoning r or (9- '2' Q, \"q (q 'I 5'! r! \"I \"I