This is part 3 of the “Hacking Education” series exploring the DonorsChoose dataset. If you missed parts 1 and 2, check it out here and here.
In the second half of part 1 of this series, we looked at the type of projects that donors prefer by studying the projects that are more likely to become fully funded. An equally important factor to consider is return donorship. About one in three donors make subsequent donations within one year of their first. Having returning donors mean that donors were happy about the impacts they made, and that future projects are more likely to be funded. In part 3, we look at factors affecting whether a first-time donor would return and continue to contribute to DonorsChoose.
For the purpose of this analysis, new donors are considered to have “returned” if they made new contributions on DonorsChoose within the next 365 days.
Percentage return donorship have declined a little in the past few years, dipping down from 35% in 2008 to a little less than 30% in 2010. (There is some abnormality in the year 2006; it is unclear why this is the case.)
This is part 2 of the “Hacking Education” series exploring the DonorsChoose dataset. If you missed part 1, check it out here.
Differences between men and women are plentiful, so it’s not surprising for there to be differences between male and female teachers. But are there differences between married and unmarried teachers? More specifically, are there differences between teachers with prefix “Ms” and teachers with prefix “Mrs”?
In the DonorsChoose data set there certainly are. For one, a project posted by a “Mrs” has about 7% fewer chances of being fully funded than those posted by her male or unmarried colleagues. Even after accounting for other factors described in part 1, having a teacher prefix of “Mrs” lowers the odds of project completion by 10% as compared to “Ms”, and 15% as compared to “Mr”. In this post, we illustrate other differences between “Ms”, “Mrs”, and “Mr”.
DonorsChoose is an online charity where teachers post projects to request funding, and donors choose their favourite projects to donate to. About a month ago, DonorsChoose released much of their data on projects and donations going as far back as 2002. With a data set that size, something interesting is sure to pop up. The “Hacking Education” series attempts to find that something interesting.
In part one, we look at the choices that donors have and how they chose: that is, the kinds of projects that teachers post on DonorsChoose, and the kinds of projects that donors decided were their favourites.