There has been an increasing emphasis in recent years on making sure that young women are given the same opportunities to develop their mathematical skills as young men are given in U. S. educational systems. The following table provides the SAT scores for male and female students over a 34- year period.

a. Plot the six pairs of data values in scatterplots: Male/ Verbal versus Female/ Verbal, Male/ Math versus Male/ Verbal, and so on.
b. Which, if any, of the six correlations are significantly different from 0 at the 5% level?
c. Do the plots reflect the sizes of the correlations between the pairs of variables?
d. Are male verbal scores more correlated with male or female math scores?

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Gender/Type 1980 1982 183 1984 858 1987 1988 1989 MaleVerba 506 508 509 508 514 515 512 512 510 Female/Verbal 498 496 49 498 498 503 504 502 9 498 Male/Math 515 516 516 516 518 522 523 523 521 523 Female /Math 473 473 473 474 478 480 479 48 43 482 Gender Type 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 Male/Verbal 505 503 504 504 50 505 507 507 509 509 Female/Verbal 496 495 4 497 47 502 503 503 502 502 Male/Math 52 520 521 524 523 525 527 530 53 531 Female/Math 483 482 484 484 487 490 492 494 46 495 GendernType 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 Male/Verba0 509 507 512 12 513 505 503 502 502 Female/Verbal 504 502 502 503 504 50 502 500 49 497 Male/Math Female/Mth 498 498 500 503 501 50 502 499 499 498 533 533 534 537 537 538 536 532 532 533 Gender/Typ 200 22012 2013 Male/Verbal 502 500 498 499 Female/Verbal 498 495 493 494 Male/Math Female/Math 499 500 49 499 533 531 532 531 5554