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Spurious correlation #3,017 · View random

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is Master's degrees awarded in Engineering and the second variable is The number of agricultural sciences teachers in Colorado.  The chart goes from 2012 to 2020, and the two variables track closely in value over that time. Small Image
Download png
, svg

AI explanation

As more engineers mastered their field, they began to "plant the seeds" of interest in agricultural sciences, leading to a bumper crop of students pursuing this career. It seems they couldn't resist the allure of applying their knowledge to cultivate new opportunities in the world of farming and environmental science. It's clear that this unexpected connection has taken root and is truly groundbreaking for the agricultural education sector in Colorado. Who knew that the key to growing the next generation of agricultural sciences teachers lay in the innovative minds of those with a Master's in Engineering?

Model: dalle-3
Prompt: Certainly! Here's a refined image generation prompt for DALL-E-3: [ A vivid and detailed TIME magazine cover image ] Depicting this scene: In a bustling Colorado classroom, newly graduated engineers proudly hold their Master's degrees in Engineering. Outside the window, robotic tractors navigate the fields with precision. In the background, a line of eager students waits to be taught by a growing number of agricultural sciences teachers, ready to embrace the technological advancements in farming. Please ensure that the visual is rich in color and detail, with a focus on showcasing the contrast between the academic achievement of the engineers and the futuristic agricultural technology outside the classroom window. The depiction should include only scenes, people, and objects, it should not include text or speech bubbles.
This image generation prompt was also generated by AI, using the following sequence:

Model: gpt-3.5-turbo-1106
System prompt: You select one of a few potential scene descriptors that seems to go along with the variables described. You respond only with the scene descriptions provided and say nothing else.
User prompt: Here are two variables: Master's degrees awarded in Engineering and The number of agricultural sciences teachers in Colorado. Given these, which of the following image style descriptions seems most appropriate? Pick the one that seems to be related to one of the variables at hand. Please respond with only one of the following potential descriptions: Data cyber art Cybernetic art Parallax art A TIME magazine cover image A TIME magazine cover image
ChatGPT: A TIME magazine cover image

Model: gpt-3.5-turbo-1106
System prompt: You describe simple visual scenes that depict the two variables stated. You combine both variables into one scene.
User prompt: Please describe a visual scene that prominently depicts both Master's degrees awarded in Engineering and The number of agricultural sciences teachers in Colorado, in the following situation: As more engineers got Masters degrees, they realized they could use their expertise to design robotic tractors to revolutionize agriculture, prompting a surge in demand for agricultural sciences teachers in Colorado.. Keep the description simple.
ChatGPT: In a bustling Colorado classroom, newly graduated engineers proudly hold their Master's degrees in Engineering, while outside the window, robotic tractors navigate the fields with precision. In the background, a line of eager students waits to be taught by a growing number of agricultural sciences teachers, ready to embrace the technological advancements in farming.

Model: gpt-3.5-turbo-1106
System prompt: You write and improve image generation prompts for DALLE-3. You maintain the same subjects, but enhance the visuals.
User prompt: Please respond with an image generation prompt that would be likely to create an interesting visual using DALLE-3, using the following style: [ A TIME magazine cover image ] and depicting this scene: In a bustling Colorado classroom, newly graduated engineers proudly hold their Master's degrees in Engineering, while outside the window, robotic tractors navigate the fields with precision. In the background, a line of eager students waits to be taught by a growing number of agricultural sciences teachers, ready to embrace the technological advancements in farming. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Certainly! Here's a refined image generation prompt for DALL-E-3: [ A vivid and detailed TIME magazine cover image ] Depicting this scene: In a bustling Colorado classroom, newly graduated engineers proudly hold their Master's degrees in Engineering. Outside the window, robotic tractors navigate the fields with precision. In the background, a line of eager students waits to be taught by a growing number of agricultural sciences teachers, ready to embrace the technological advancements in farming. Please ensure that the visual is rich in color and detail, with a focus on showcasing the contrast between the academic achievement of the engineers and the futuristic agricultural technology outside the classroom window.

*Variations in the User Prompts from chart to chart are just the result of random number generation in Python. I wrote a few arrays of various styles and methods to ask questions to change up the results. Every time this site writes an explanation or generates an image, the script picks from each at random.

I sequence the requests into multiple prompts because I find GPT 3.5 to perform much better with short, well-managed contexts. Thus, I track the context directly in Python and only ask ChatGPT targeted questions.

Model: gpt-3.5-turbo-1106 (fine-tuned)
System prompt: You provide humorous responses in the form of plausible sounding explanations for correlations. You assume the correlation is causative for the purpose of the explanation even if it is ridiculous. You do not chat with the user, you only reply with the causal connection explanation and nothing else.
User prompt: Please make up a funny explanation for how an increase in Master's degrees awarded in Engineering caused The number of agricultural sciences teachers in Colorado to increase. Include one good pun.

AI academic paper

(Because p < 0.01)
Engineering Degrees Up, Ag Science Teachers Interrupted: A Statistical Relationship Unearthed in Colorado

The Journal of Interdisciplinary Statistical Implications

Jan 2024

Reminder: This paper is AI-generated. Not real!
Quick note: This sequence is long and repetitive. That's how the prompt engineering works for this one. I manage the output in Python to format it into this PDF.




Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You write titles and abstracts of goofy academic research papers.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, and add unexpected twists in your writing.

Please draft the title and abstract of an academic research paper presenting the findings of the connection between Master's degrees awarded in Engineering and The number of agricultural sciences teachers in Colorado. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Rhyme words in the title.

Your research team used data from National Center for Education Statistics and Bureau of Larbor Statistics to assess this nagging question. You found a correlation coefficient of 0.9400070 and p < 0.01 for 2012 to 2020.

Please respond in this format (replace "Lorem ipsum dolor sit" with your title and abstract)

[[TITLE]]
Lorem ipsum dolor sit

[[ABSTRACT]]
Lorem ipsum dolor sit



ChatGPT:
[[TITLE]]
Engineering Degrees Up, Ag Science Teachers Interrupted: A Statistical Relationship Unearthed in Colorado

[[ABSTRACT]]
This study delves into the captivating conundrum of the relationship between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the picturesque state of Colorado. By combing through data from the National Center for Education Statistics and Bureau of Labor Statistics for the years 2012 to 2020, our research team uncovered a noteworthy correlation coefficient of 0.9400070, with a p-value less than 0.01. In simpler terms, there is a statistically significant connection between these two variables.

Furthermore, our findings suggest that an increase in the number of Master's degrees awarded in Engineering leads to a corresponding decrease in the number of agricultural sciences teachers in Colorado. It seems that as the engineering flock grows, the agricultural sciences herd thins, providing a fresh perspective on the intricate dynamics of education and career choices.

As we unravel these complex interrelations, it calls to mind a fitting dad joke: Did you hear about the farmer who became an engineer? He was outstanding in his field! This correlation certainly posits the question of how shifting educational landscapes may impact the teaching workforce, opening up avenues for further investigation and policy considerations.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the introduction section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the introduction section of an academic research paper presenting the findings of the connection between Master's degrees awarded in Engineering and The number of agricultural sciences teachers in Colorado. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Here is the title and abstract of the paper:
[[TITLE]]
Engineering Degrees Up, Ag Science Teachers Interrupted: A Statistical Relationship Unearthed in Colorado

[[ABSTRACT]]
This study delves into the captivating conundrum of the relationship between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the picturesque state of Colorado. By combing through data from the National Center for Education Statistics and Bureau of Labor Statistics for the years 2012 to 2020, our research team uncovered a noteworthy correlation coefficient of 0.9400070, with a p-value less than 0.01. In simpler terms, there is a statistically significant connection between these two variables.

Furthermore, our findings suggest that an increase in the number of Master's degrees awarded in Engineering leads to a corresponding decrease in the number of agricultural sciences teachers in Colorado. It seems that as the engineering flock grows, the agricultural sciences herd thins, providing a fresh perspective on the intricate dynamics of education and career choices.

As we unravel these complex interrelations, it calls to mind a fitting dad joke: Did you hear about the farmer who became an engineer? He was outstanding in his field! This correlation certainly posits the question of how shifting educational landscapes may impact the teaching workforce, opening up avenues for further investigation and policy considerations.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
[[INTRODUCTION]]

The discovery of unexpected relationships between seemingly unrelated variables has long been a fascinating pursuit in the realm of statistical analysis. In this vein, our study delves into the enthralling juxtaposition of Master's degrees awarded in Engineering and the number of agricultural sciences teachers in the picturesque state of Colorado. As we unravel this intriguing statistical connection, it calls to mind a relevant dad joke: Why did the agricultural sciences teacher bring a map to class? Because she wanted to show her students how to cultivate the world! It's clear that the relationship between these two variables is more than meets the eye.

The motivating factor behind our investigation stems from the ever-evolving landscape of educational and career choices. How are educational pursuits and career pathways interwoven, and what impact do they have on the labor market, particularly in specialized fields? This question forms the crux of our analysis, where we endeavor to shine a light on the intricate dynamics at play.

As we embark on this journey, it is worth noting that the correlation coefficient of 0.9400070, with a p-value less than 0.01, unveils a striking connection between the numbers of Master's degrees awarded in Engineering and agricultural sciences teachers in Colorado. This significant statistical relationship prompts us to consider the transformative potential of educational trends on the workforce, prompting another pun: How do you make a tissue dance? You put a little boogie in it! Similarly, our findings call for a dance of dynamic educational and policy considerations in response to the shifting dynamics we uncover.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft a literature review section of an academic research paper, that starts out dry for the first few sentences but then becomes hilarious and goofy.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up a literature review section of an academic research paper presenting the findings of the connection between Master's degrees awarded in Engineering and The number of agricultural sciences teachers in Colorado. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Speak in the present tense for this section (the authors find...), as is common in academic research paper literature reviews. Name the sources in a format similar to this: In "Book," the authors find lorem and ipsum.

Make up the lorem and ipsum part, but make it sound related to the topic at hand.

Start by naming serious-sounding studies by authors like Smith, Doe, and Jones - but then quickly devolve. Name some real non-fiction books that would be related to the topic. Then name some real fiction books that sound like they could be related. Then devolve ever further, and mention something completely ridiculous, like you conducted literature review by reading the backs of shampoo bottles.

Here is the title and abstract of the paper:
[[TITLE]]
Engineering Degrees Up, Ag Science Teachers Interrupted: A Statistical Relationship Unearthed in Colorado

[[ABSTRACT]]
This study delves into the captivating conundrum of the relationship between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the picturesque state of Colorado. By combing through data from the National Center for Education Statistics and Bureau of Labor Statistics for the years 2012 to 2020, our research team uncovered a noteworthy correlation coefficient of 0.9400070, with a p-value less than 0.01. In simpler terms, there is a statistically significant connection between these two variables.

Furthermore, our findings suggest that an increase in the number of Master's degrees awarded in Engineering leads to a corresponding decrease in the number of agricultural sciences teachers in Colorado. It seems that as the engineering flock grows, the agricultural sciences herd thins, providing a fresh perspective on the intricate dynamics of education and career choices.

As we unravel these complex interrelations, it calls to mind a fitting dad joke: Did you hear about the farmer who became an engineer? He was outstanding in his field! This correlation certainly posits the question of how shifting educational landscapes may impact the teaching workforce, opening up avenues for further investigation and policy considerations.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
The discovery of unexpected relationships between seemingly unrelated variables has long been a fascinating pursuit in the realm of statistical analysis. In this vein, our study delves into the enthralling juxtaposition of Master's degrees awarded in Engineering and the number of agricultural sciences teachers in the picturesque state of Colorado. As we unravel this intriguing statistical connection, it calls to mind a relevant dad joke: Why did the agricultural sciences teacher bring a map to class? Because she wanted to show her students how to cultivate the world! It's clear that the relationship between these two variables is more than meets the eye.
The motivating factor behind our investigation stems from the ever-evolving landscape of educational and career choices. How are educational pursuits and career pathways interwoven, and what impact do they have on the labor market, particularly in specialized fields? This question forms the crux of our analysis, where we endeavor to shine a light on the intricate dynamics at play.
As we embark on this journey, it is worth noting that the correlation coefficient of 0.9400070, with a p-value less than 0.01, unveils a striking connection between the numbers of Master's degrees awarded in Engineering and agricultural sciences teachers in Colorado. This significant statistical relationship prompts us to consider the transformative potential of educational trends on the workforce, prompting another pun: How do you make a tissue dance? You put a little boogie in it! Similarly, our findings call for a dance of dynamic educational and policy considerations in response to the shifting dynamics we uncover.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

The authors find that Smith (2008) analyzed the trends in Master's degrees awarded in Engineering and agricultural sciences teachers in Colorado. Smith's study indicates a positive correlation between the two variables, suggesting that a rise in engineering degrees coincides with a decrease in the number of agricultural sciences educators. This finding aligns with the results of Doe (2014), who similarly observed a strong inverse relationship between the aforementioned variables. It appears that the allure of engineering has an inversely proportional effect on the agricultural sciences teaching workforce in Colorado, creating a rather intriguing puzzle.

Turning to more comprehensive sources, Jones (2016) conducted a thorough investigation into the factors influencing the supply and demand of engineering and agricultural sciences educators. Jones delves into the socioeconomic and educational underpinnings of this relationship, shedding light on the complexities at play. Their findings underscore the delicate interplay of educational pursuits and workforce dynamics, offering a thought-provoking perspective on the matter.

In "Engineering Education and Practice in the United States," Lorem and Ipsum (2012) provide an in-depth analysis of the shifting educational landscape in engineering disciplines. While their focus is not directly on the relationship with agricultural sciences teaching, their insights into the trends and patterns in engineering education offer valuable context for understanding the broader dynamics at play. In "Agricultural Sciences and the Classroom: Cultivating Knowledge," Lorem et al. (2015) share valuable insights into the challenges and opportunities in agricultural sciences education, highlighting the vital role of educators in this field.

Meanwhile, in the world of fiction, "The Engineer's Dilemma" by A. Novel (2019) presents a humorous yet thought-provoking tale of an engineer who stumbles upon a mysterious connection between his career choices and the dwindling numbers of agricultural sciences teachers. Similarly, "Harvesting the Future" by R. E. Ality (2017) weaves a compelling narrative around the existential quandaries of agricultural sciences teachers in the face of the encroaching engineering wave.

Outside the realm of conventional literature, the authors conducted an extensive review of unorthodox sources, including the backs of shampoo bottles and fortune cookies. While these unconventional methods yielded no direct insights into the relationship between Master's degrees in Engineering and agricultural sciences teachers in Colorado, they provided ample amusement and a newfound appreciation for the unexpected places where knowledge might be found.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the methodology section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the methodology section of an academic research paper presenting the findings of the connection between Master's degrees awarded in Engineering and The number of agricultural sciences teachers in Colorado. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and Bureau of Larbor Statistics . You used data from 2012 to 2020

Make up the research methods you don't know. Make them a bit goofy and convoluted.

Here is the title, abstract, and introduction of the paper:
[[TITLE]]
Engineering Degrees Up, Ag Science Teachers Interrupted: A Statistical Relationship Unearthed in Colorado

[[ABSTRACT]]
This study delves into the captivating conundrum of the relationship between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the picturesque state of Colorado. By combing through data from the National Center for Education Statistics and Bureau of Labor Statistics for the years 2012 to 2020, our research team uncovered a noteworthy correlation coefficient of 0.9400070, with a p-value less than 0.01. In simpler terms, there is a statistically significant connection between these two variables.

Furthermore, our findings suggest that an increase in the number of Master's degrees awarded in Engineering leads to a corresponding decrease in the number of agricultural sciences teachers in Colorado. It seems that as the engineering flock grows, the agricultural sciences herd thins, providing a fresh perspective on the intricate dynamics of education and career choices.

As we unravel these complex interrelations, it calls to mind a fitting dad joke: Did you hear about the farmer who became an engineer? He was outstanding in his field! This correlation certainly posits the question of how shifting educational landscapes may impact the teaching workforce, opening up avenues for further investigation and policy considerations.

[[INTRODUCTION]]
The discovery of unexpected relationships between seemingly unrelated variables has long been a fascinating pursuit in the realm of statistical analysis. In this vein, our study delves into the enthralling juxtaposition of Master's degrees awarded in Engineering and the number of agricultural sciences teachers in the picturesque state of Colorado. As we unravel this intriguing statistical connection, it calls to mind a relevant dad joke: Why did the agricultural sciences teacher bring a map to class? Because she wanted to show her students how to cultivate the world! It's clear that the relationship between these two variables is more than meets the eye.
The motivating factor behind our investigation stems from the ever-evolving landscape of educational and career choices. How are educational pursuits and career pathways interwoven, and what impact do they have on the labor market, particularly in specialized fields? This question forms the crux of our analysis, where we endeavor to shine a light on the intricate dynamics at play.
As we embark on this journey, it is worth noting that the correlation coefficient of 0.9400070, with a p-value less than 0.01, unveils a striking connection between the numbers of Master's degrees awarded in Engineering and agricultural sciences teachers in Colorado. This significant statistical relationship prompts us to consider the transformative potential of educational trends on the workforce, prompting another pun: How do you make a tissue dance? You put a little boogie in it! Similarly, our findings call for a dance of dynamic educational and policy considerations in response to the shifting dynamics we uncover.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

The design of this study involved the utilization of secondary data from the National Center for Education Statistics and the Bureau of Labor Statistics. Data pertaining to the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in Colorado from the years 2012 to 2020 was extracted and compiled. These datasets were cross-referenced and cleansed to ensure the integrity and accuracy of the information. The researchers then engaged in a series of meticulous data wrangling and harmonization procedures to create a comprehensive dataset suitable for the ensuing statistical analyses.

To establish a robust understanding of the relationship between the variables, a series of statistical analyses were performed, including correlation analysis, regression modeling, and time-series forecasting. The data was then subjected to rigorous scrutiny utilizing state-of-the-art statistical software to unveil any hidden patterns or associations.

In addition to the conventional statistical analyses, the researchers delved into the arcane art of divination to uncover the enigmatic and esoteric relationships between engineering degrees and agricultural science teachers. This involved the consulting of various oracles, tarot cards, and crystal balls, albeit with limited success. However, the novelty of this approach did provide a source of amusement for the research team, as well as some intriguing conversation starters during academic conferences.

Furthermore, the researchers explored the uncharted territories of predictive modeling by developing a whimsical and fantastical machine learning algorithm that purported to foresee the fluctuating demand for agricultural science teachers based on the influx of engineering graduates. Although this endeavor was met with a healthy degree of skepticism from the wider scientific community, it did result in some particularly imaginative visualizations of the data, which, if nothing else, decorated the walls of the research laboratory in an aesthetically pleasing manner.

Finally, the research team also attempted to harness the mystical powers of obscure rituals and incantations in a last-ditch effort to discern any arcane connections between the variables. However, these endeavors were ultimately deemed unsuitable for publication due to the questionable scientific validity and the lack of replicability in these ritualistic methods.

In summary, the methodology employed in this research encompassed conventional statistical analyses, unconventional approaches bordering on the absurd, and a multitude of delightful diversions down unorthodox pathways. The resulting findings emerged as a testament to the eclectic nature of the scientific pursuit, leaving both the researchers and readers with a newfound appreciation for the unpredictable, the unorthodox, and the unmistakably unusual aspects of academic inquiry.

Ah, speaking of unconventional approaches, why don't scientists trust atoms? Because they make up everything!


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the results section of an academic research paper. You speak in the past tense (you found...).
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the results section of an academic research paper presenting the findings of the connection between Master's degrees awarded in Engineering and The number of agricultural sciences teachers in Colorado. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and Bureau of Larbor Statistics .

For the time period 2012 to 2020, you found a correlation 0.9400070, r-squared of 0.8836131, and p < 0.01.

One figure will be included. The figure (Fig. 1) is a scatterplot showing the strong correlation between the two variables. You don't need to specify where; I will add the figure.

Here is the title and abstract of the paper:
[[TITLE]]
Engineering Degrees Up, Ag Science Teachers Interrupted: A Statistical Relationship Unearthed in Colorado

[[ABSTRACT]]
This study delves into the captivating conundrum of the relationship between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the picturesque state of Colorado. By combing through data from the National Center for Education Statistics and Bureau of Labor Statistics for the years 2012 to 2020, our research team uncovered a noteworthy correlation coefficient of 0.9400070, with a p-value less than 0.01. In simpler terms, there is a statistically significant connection between these two variables.

Furthermore, our findings suggest that an increase in the number of Master's degrees awarded in Engineering leads to a corresponding decrease in the number of agricultural sciences teachers in Colorado. It seems that as the engineering flock grows, the agricultural sciences herd thins, providing a fresh perspective on the intricate dynamics of education and career choices.

As we unravel these complex interrelations, it calls to mind a fitting dad joke: Did you hear about the farmer who became an engineer? He was outstanding in his field! This correlation certainly posits the question of how shifting educational landscapes may impact the teaching workforce, opening up avenues for further investigation and policy considerations.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
The discovery of unexpected relationships between seemingly unrelated variables has long been a fascinating pursuit in the realm of statistical analysis. In this vein, our study delves into the enthralling juxtaposition of Master's degrees awarded in Engineering and the number of agricultural sciences teachers in the picturesque state of Colorado. As we unravel this intriguing statistical connection, it calls to mind a relevant dad joke: Why did the agricultural sciences teacher bring a map to class? Because she wanted to show her students how to cultivate the world! It's clear that the relationship between these two variables is more than meets the eye.
The motivating factor behind our investigation stems from the ever-evolving landscape of educational and career choices. How are educational pursuits and career pathways interwoven, and what impact do they have on the labor market, particularly in specialized fields? This question forms the crux of our analysis, where we endeavor to shine a light on the intricate dynamics at play.
As we embark on this journey, it is worth noting that the correlation coefficient of 0.9400070, with a p-value less than 0.01, unveils a striking connection between the numbers of Master's degrees awarded in Engineering and agricultural sciences teachers in Colorado. This significant statistical relationship prompts us to consider the transformative potential of educational trends on the workforce, prompting another pun: How do you make a tissue dance? You put a little boogie in it! Similarly, our findings call for a dance of dynamic educational and policy considerations in response to the shifting dynamics we uncover.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

The statistical analysis of the data gathered from the National Center for Education Statistics and Bureau of Labor Statistics for the period 2012 to 2020 revealed a remarkably strong correlation coefficient of 0.9400070 between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the scenic state of Colorado. This correlation coefficient signifies a robust positive relationship between the two variables, implying that as the number of engineering degrees awarded increased, there was a corresponding decrease in the number of agricultural sciences teachers. The r-squared value of 0.8836131 further underscores the strength of this relationship, explaining approximately 88.36% of the variability in the number of agricultural sciences teachers based on the number of engineering degrees awarded.

The accompanying p-value of less than 0.01 indicates that this observed correlation is statistically significant, strengthening the evidence in support of a genuine connection between these seemingly disparate variables. It seems that as engineers rise, agricultural sciences teachers dwindle, offering an intriguing insight into the interplay of educational pursuits and career pathways within the Colorado educational landscape.

The scatterplot (Fig. 1) visually depicts the strong positive correlation between the number of Master's degrees awarded in Engineering and the number of agricultural sciences teachers in Colorado. The data points are tightly clustered around the linear regression line, illustrating the compelling relationship uncovered in this study.

Amidst these compelling findings, one cannot help but reflect on a relevant dad joke: Why did the agricultural sciences teacher bring a map to class? Because she wanted to show her students how to cultivate the world! This correlation certainly posits the question of how shifting educational landscapes may impact the teaching workforce, opening up avenues for further investigation and policy considerations.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the discussion section of an academic research paper.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up the discussion section of an academic research paper presenting the findings of the connection between Master's degrees awarded in Engineering and The number of agricultural sciences teachers in Colorado. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Limit your response to 500 tokens.

Here are the title, abstract, literature review, and results sections. Please harken back to 1-2 of the goofy items in the literature review, but pretend to take them completely seriously. Discuss how your results supported the prior research.

Do not write a conclusion. I will add a conclusion after this.

[[TITLE]]
Engineering Degrees Up, Ag Science Teachers Interrupted: A Statistical Relationship Unearthed in Colorado

[[ABSTRACT]]
This study delves into the captivating conundrum of the relationship between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the picturesque state of Colorado. By combing through data from the National Center for Education Statistics and Bureau of Labor Statistics for the years 2012 to 2020, our research team uncovered a noteworthy correlation coefficient of 0.9400070, with a p-value less than 0.01. In simpler terms, there is a statistically significant connection between these two variables.

Furthermore, our findings suggest that an increase in the number of Master's degrees awarded in Engineering leads to a corresponding decrease in the number of agricultural sciences teachers in Colorado. It seems that as the engineering flock grows, the agricultural sciences herd thins, providing a fresh perspective on the intricate dynamics of education and career choices.

As we unravel these complex interrelations, it calls to mind a fitting dad joke: Did you hear about the farmer who became an engineer? He was outstanding in his field! This correlation certainly posits the question of how shifting educational landscapes may impact the teaching workforce, opening up avenues for further investigation and policy considerations.

[[LITERATURE REVIEW]]
The authors find that Smith (2008) analyzed the trends in Master's degrees awarded in Engineering and agricultural sciences teachers in Colorado. Smith's study indicates a positive correlation between the two variables, suggesting that a rise in engineering degrees coincides with a decrease in the number of agricultural sciences educators. This finding aligns with the results of Doe (2014), who similarly observed a strong inverse relationship between the aforementioned variables. It appears that the allure of engineering has an inversely proportional effect on the agricultural sciences teaching workforce in Colorado, creating a rather intriguing puzzle.
Turning to more comprehensive sources, Jones (2016) conducted a thorough investigation into the factors influencing the supply and demand of engineering and agricultural sciences educators. Jones delves into the socioeconomic and educational underpinnings of this relationship, shedding light on the complexities at play. Their findings underscore the delicate interplay of educational pursuits and workforce dynamics, offering a thought-provoking perspective on the matter.
In "Engineering Education and Practice in the United States," Lorem and Ipsum (2012) provide an in-depth analysis of the shifting educational landscape in engineering disciplines. While their focus is not directly on the relationship with agricultural sciences teaching, their insights into the trends and patterns in engineering education offer valuable context for understanding the broader dynamics at play. In "Agricultural Sciences and the Classroom: Cultivating Knowledge," Lorem et al. (2015) share valuable insights into the challenges and opportunities in agricultural sciences education, highlighting the vital role of educators in this field.
Meanwhile, in the world of fiction, "The Engineer's Dilemma" by A. Novel (2019) presents a humorous yet thought-provoking tale of an engineer who stumbles upon a mysterious connection between his career choices and the dwindling numbers of agricultural sciences teachers. Similarly, "Harvesting the Future" by R. E. Ality (2017) weaves a compelling narrative around the existential quandaries of agricultural sciences teachers in the face of the encroaching engineering wave.
Outside the realm of conventional literature, the authors conducted an extensive review of unorthodox sources, including the backs of shampoo bottles and fortune cookies. While these unconventional methods yielded no direct insights into the relationship between Master's degrees in Engineering and agricultural sciences teachers in Colorado, they provided ample amusement and a newfound appreciation for the unexpected places where knowledge might be found.

[[RESULTS]]
The statistical analysis of the data gathered from the National Center for Education Statistics and Bureau of Labor Statistics for the period 2012 to 2020 revealed a remarkably strong correlation coefficient of 0.9400070 between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the scenic state of Colorado. This correlation coefficient signifies a robust positive relationship between the two variables, implying that as the number of engineering degrees awarded increased, there was a corresponding decrease in the number of agricultural sciences teachers. The r-squared value of 0.8836131 further underscores the strength of this relationship, explaining approximately 88.36% of the variability in the number of agricultural sciences teachers based on the number of engineering degrees awarded.
The accompanying p-value of less than 0.01 indicates that this observed correlation is statistically significant, strengthening the evidence in support of a genuine connection between these seemingly disparate variables. It seems that as engineers rise, agricultural sciences teachers dwindle, offering an intriguing insight into the interplay of educational pursuits and career pathways within the Colorado educational landscape.
The scatterplot (Fig. 1) visually depicts the strong positive correlation between the number of Master's degrees awarded in Engineering and the number of agricultural sciences teachers in Colorado. The data points are tightly clustered around the linear regression line, illustrating the compelling relationship uncovered in this study.
Amidst these compelling findings, one cannot help but reflect on a relevant dad joke: Why did the agricultural sciences teacher bring a map to class? Because she wanted to show her students how to cultivate the world! This correlation certainly posits the question of how shifting educational landscapes may impact the teaching workforce, opening up avenues for further investigation and policy considerations.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

The findings of this study affirm and build upon the prior research examining the connection between Master's degrees awarded in Engineering and the number of agricultural sciences teachers in Colorado. The robust positive correlation coefficient of 0.9400070, with a compelling r-squared value of 0.8836131, presents a resolute substantiation of the previously observed relationship. The statistical significance of this correlation, as denoted by a p-value less than 0.01, reinforces the validity of the association between these seemingly dichotomous variables.

Given this statistical evidence, it is evident that the allure of engineering is intricately intertwined with the dwindling numbers of agricultural sciences teachers in Colorado. The inverse relationship observed in this study resonates with Smith's (2008) and Doe's (2014) findings, reaffirming the notion that as the engineering cohort burgeons, the agricultural sciences teaching cohort wanes. The implications of this phenomenon extend beyond mere statistical associations and beckon for a deeper understanding of the underlying mechanisms shaping educational and career preferences. Moreover, this phenomenon also raises pertinent policy questions regarding the equilibrium of educational resources and the cultivation of diverse professional pathways.

The scatterplot (Fig. 1) visually depicts the strong positive correlation, showcasing the coherence of the data with the identified trend, reinforcing the statistical certitude that engineering degrees and agricultural sciences teaching numbers are indeed entwined. These visual representations not only further underscore the validity of the findings but also highlight the potential educational landscape shifts that can be anticipated in Colorado.

In the context of the literature review, the study heeds the findings of Jones (2016), illuminating the intricate socioeconomic and educational factors that underpin this relationship. Furthermore, it lends empirical weight to the humorous yet thought-provoking narratives of "The Engineer's Dilemma" by A. Novel (2019) and "Harvesting the Future" by R. E. Ality (2017), demonstrating that truth can indeed be as strange as fiction.

As we ponder over the implications of these profound research outcomes, it brings to mind an apt dad joke: Why did the agricultural sciences teacher bring a map to class? Because she heard it was un-bee-lievably important to establish their beehive! The complexity of education and career dynamics, as unveiled through this research, denotes the need for continued exploration and a nuanced understanding of the evolving educational terrain.


Model: gpt-3.5-turbo-1106
System prompt: You are a dry but witty academic researcher. You speak in the passive voice, and your writing sounds like it belongs in a medical or economics journal.You draft the discussion section of goofy academic research papers that sounds like it belongs based on the title and abstract provided.
User prompt:
Pretend you are an academic researcher. Your writing sounds like it belongs in a medical or economics journal. However, you frequently crack jokes, make puns, or add unexpected twists in your writing.

Please make up a short conclusion of an academic research paper presenting the findings of the connection between Master's degrees awarded in Engineering and The number of agricultural sciences teachers in Colorado. You can't resist a good dad joke. Add a relevant dad joke related to the content every couple of sentences.

Limit your response to 300 tokens. At the very end, assert that no more research is needed in this area.

Here are the title, abstract, introduction, and results sections.
[[TITLE]]
Engineering Degrees Up, Ag Science Teachers Interrupted: A Statistical Relationship Unearthed in Colorado

[[ABSTRACT]]
This study delves into the captivating conundrum of the relationship between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the picturesque state of Colorado. By combing through data from the National Center for Education Statistics and Bureau of Labor Statistics for the years 2012 to 2020, our research team uncovered a noteworthy correlation coefficient of 0.9400070, with a p-value less than 0.01. In simpler terms, there is a statistically significant connection between these two variables.

Furthermore, our findings suggest that an increase in the number of Master's degrees awarded in Engineering leads to a corresponding decrease in the number of agricultural sciences teachers in Colorado. It seems that as the engineering flock grows, the agricultural sciences herd thins, providing a fresh perspective on the intricate dynamics of education and career choices.

As we unravel these complex interrelations, it calls to mind a fitting dad joke: Did you hear about the farmer who became an engineer? He was outstanding in his field! This correlation certainly posits the question of how shifting educational landscapes may impact the teaching workforce, opening up avenues for further investigation and policy considerations.

[[INTRDUCTION]]
The discovery of unexpected relationships between seemingly unrelated variables has long been a fascinating pursuit in the realm of statistical analysis. In this vein, our study delves into the enthralling juxtaposition of Master's degrees awarded in Engineering and the number of agricultural sciences teachers in the picturesque state of Colorado. As we unravel this intriguing statistical connection, it calls to mind a relevant dad joke: Why did the agricultural sciences teacher bring a map to class? Because she wanted to show her students how to cultivate the world! It's clear that the relationship between these two variables is more than meets the eye.
The motivating factor behind our investigation stems from the ever-evolving landscape of educational and career choices. How are educational pursuits and career pathways interwoven, and what impact do they have on the labor market, particularly in specialized fields? This question forms the crux of our analysis, where we endeavor to shine a light on the intricate dynamics at play.
As we embark on this journey, it is worth noting that the correlation coefficient of 0.9400070, with a p-value less than 0.01, unveils a striking connection between the numbers of Master's degrees awarded in Engineering and agricultural sciences teachers in Colorado. This significant statistical relationship prompts us to consider the transformative potential of educational trends on the workforce, prompting another pun: How do you make a tissue dance? You put a little boogie in it! Similarly, our findings call for a dance of dynamic educational and policy considerations in response to the shifting dynamics we uncover.

[[RESULTS]]
The statistical analysis of the data gathered from the National Center for Education Statistics and Bureau of Labor Statistics for the period 2012 to 2020 revealed a remarkably strong correlation coefficient of 0.9400070 between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the scenic state of Colorado. This correlation coefficient signifies a robust positive relationship between the two variables, implying that as the number of engineering degrees awarded increased, there was a corresponding decrease in the number of agricultural sciences teachers. The r-squared value of 0.8836131 further underscores the strength of this relationship, explaining approximately 88.36% of the variability in the number of agricultural sciences teachers based on the number of engineering degrees awarded.
The accompanying p-value of less than 0.01 indicates that this observed correlation is statistically significant, strengthening the evidence in support of a genuine connection between these seemingly disparate variables. It seems that as engineers rise, agricultural sciences teachers dwindle, offering an intriguing insight into the interplay of educational pursuits and career pathways within the Colorado educational landscape.
The scatterplot (Fig. 1) visually depicts the strong positive correlation between the number of Master's degrees awarded in Engineering and the number of agricultural sciences teachers in Colorado. The data points are tightly clustered around the linear regression line, illustrating the compelling relationship uncovered in this study.
Amidst these compelling findings, one cannot help but reflect on a relevant dad joke: Why did the agricultural sciences teacher bring a map to class? Because she wanted to show her students how to cultivate the world! This correlation certainly posits the question of how shifting educational landscapes may impact the teaching workforce, opening up avenues for further investigation and policy considerations.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our study has unearthed a remarkable correlation between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the splendid state of Colorado. The robust positive relationship, with a correlation coefficient of 0.9400070 and an r-squared value of 0.8836131, provides compelling evidence of the interplay between these distinct domains. It is clear that as the engineering flock grows, the agricultural sciences herd thins, prompting us to ponder: What did the farmer say after he lost his tractor? "Where's my tractor?" The unexpected connection between these variables sheds light on the influence of educational trends on specialized workforce dynamics, raising thought-provoking implications for educational policies and career pathways.

Our findings offer a fresh perspective on the intricate dance of educational pursuits and career choices, evoking a relevant dad joke: How do you make a tissue dance? You put a little boogie in it! Similarly, our study calls for a dynamic waltz of educational and policy considerations in response to the shifting dynamics we uncover. The implications of these findings are not to be sneezed at, as they prompt a reevaluation of the educational landscape and its impact on specialized labor markets.

Hence, we assert that no further research is needed in this area. It is as clear as the nose on your face!


Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of academic journals. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding research, scientific, or academic journal that would publish a paper entited Engineering Degrees Up, Ag Science Teachers Interrupted: A Statistical Relationship Unearthed in Colorado. Respond only with the name of a fictional academic journal.

ChatGPT:

The Journal of Interdisciplinary Statistical Implications


Model: gpt-3.5-turbo-1106
System prompt: You provide fictional names of nonprofit research organizations and associations. You say nothing else, and you do not chat with the user.
User prompt: Please provide the name of a funny but plausible sounding nonprofit, academic, or scientific association or organization that would sponsor research that resulted in a paper entited Engineering Degrees Up, Ag Science Teachers Interrupted: A Statistical Relationship Unearthed in Colorado. Respond only with the name of a fictional organization.

ChatGPT:

The Society for Agricultural and Engineering Education Research (SAEER)


Model: gpt-3.5-turbo-1106
System prompt: You provide potential search keywords separated by commas. You say nothing else, and you do not chat with the user.
User prompt: Please provide potential search keywords for a paper titled Engineering Degrees Up, Ag Science Teachers Interrupted: A Statistical Relationship Unearthed in Colorado with an abstract of This study delves into the captivating conundrum of the relationship between the number of Master's degrees awarded in Engineering and the quantity of agricultural sciences teachers in the picturesque state of Colorado. By combing through data from the National Center for Education Statistics and Bureau of Labor Statistics for the years 2012 to 2020, our research team uncovered a noteworthy correlation coefficient of 0.9400070, with a p-value less than 0.01. In simpler terms, there is a statistically significant connection between these two variables.
Furthermore, our findings suggest that an increase in the number of Master's degrees awarded in Engineering leads to a corresponding decrease in the number of agricultural sciences teachers in Colorado. It seems that as the engineering flock grows, the agricultural sciences herd thins, providing a fresh perspective on the intricate dynamics of education and career choices.
As we unravel these complex interrelations, it calls to mind a fitting dad joke: Did you hear about the farmer who became an engineer? He was outstanding in his field! This correlation certainly posits the question of how shifting educational landscapes may impact the teaching workforce, opening up avenues for further investigation and policy considerations.

ChatGPT:

engineering degrees, agricultural sciences teachers, statistical relationship, Colorado, Master's degrees, National Center for Education Statistics, Bureau of Labor Statistics, correlation coefficient, education and career choices, teaching workforce, policy considerations

*There is a bunch of Python happening behind the scenes to turn this prompt sequence into a PDF.



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Data details

Master's degrees awarded in Engineering
Detailed data title: Master's degrees conferred by postsecondary institutions in Engineering
Source: National Center for Education Statistics
See what else correlates with Master's degrees awarded in Engineering

The number of agricultural sciences teachers in Colorado
Detailed data title: BLS estimate of agricultural sciences teachers, postsecondary in Colorado
Source: Bureau of Larbor Statistics
See what else correlates with The number of agricultural sciences teachers in Colorado

Correlation r = 0.9400070 (Pearson correlation coefficient)
Correlation is a measure of how much the variables move together. If it is 0.99, when one goes up the other goes up. If it is 0.02, the connection is very weak or non-existent. If it is -0.99, then when one goes up the other goes down. If it is 1.00, you probably messed up your correlation function.

r2 = 0.8836131 (Coefficient of determination)
This means 88.4% of the change in the one variable (i.e., The number of agricultural sciences teachers in Colorado) is predictable based on the change in the other (i.e., Master's degrees awarded in Engineering) over the 9 years from 2012 through 2020.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 0.00016. 0.0001641659622778223000000000
The p-value is a measure of how probable it is that we would randomly find a result this extreme. More specifically the p-value is a measure of how probable it is that we would randomly find a result this extreme if we had only tested one pair of variables one time.

But I am a p-villain. I absolutely did not test only one pair of variables one time. I correlated hundreds of millions of pairs of variables. I threw boatloads of data into an industrial-sized blender to find this correlation.

Who is going to stop me? p-value reporting doesn't require me to report how many calculations I had to go through in order to find a low p-value!
On average, you will find a correaltion as strong as 0.94 in 0.016% of random cases. Said differently, if you correlated 6,091 random variables Which I absolutely did.
with the same 8 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 8 because we have two variables measured over a period of 9 years. It's just the number of years minus ( the number of variables minus one ), which in this case simplifies to the number of years minus one.
you would randomly expect to find a correlation as strong as this one.

[ 0.73, 0.99 ] 95% correlation confidence interval (using the Fisher z-transformation)
The confidence interval is an estimate the range of the value of the correlation coefficient, using the correlation itself as an input. The values are meant to be the low and high end of the correlation coefficient with 95% confidence.

This one is a bit more complciated than the other calculations, but I include it because many people have been pushing for confidence intervals instead of p-value calculations (for example: NEJM. However, if you are dredging data, you can reliably find yourself in the 5%. That's my goal!


All values for the years included above: If I were being very sneaky, I could trim years from the beginning or end of the datasets to increase the correlation on some pairs of variables. I don't do that because there are already plenty of correlations in my database without monkeying with the years.

Still, sometimes one of the variables has more years of data available than the other. This page only shows the overlapping years. To see all the years, click on "See what else correlates with..." link above.
201220132014201520162017201820192020
Master's degrees awarded in Engineering (Degrees awarded)403234042042376461175164652826517234970147277
The number of agricultural sciences teachers in Colorado (Laborers)9080100140220310270190140




Why this works

  1. Data dredging: I have 25,153 variables in my database. I compare all these variables against each other to find ones that randomly match up. That's 632,673,409 correlation calculations! This is called “data dredging.” Instead of starting with a hypothesis and testing it, I instead abused the data to see what correlations shake out. It’s a dangerous way to go about analysis, because any sufficiently large dataset will yield strong correlations completely at random.
  2. Lack of causal connection: There is probably Because these pages are automatically generated, it's possible that the two variables you are viewing are in fact causually related. I take steps to prevent the obvious ones from showing on the site (I don't let data about the weather in one city correlate with the weather in a neighboring city, for example), but sometimes they still pop up. If they are related, cool! You found a loophole.
    no direct connection between these variables, despite what the AI says above. This is exacerbated by the fact that I used "Years" as the base variable. Lots of things happen in a year that are not related to each other! Most studies would use something like "one person" in stead of "one year" to be the "thing" studied.
  3. Observations not independent: For many variables, sequential years are not independent of each other. If a population of people is continuously doing something every day, there is no reason to think they would suddenly change how they are doing that thing on January 1. A simple Personally I don't find any p-value calculation to be 'simple,' but you know what I mean.
    p-value calculation does not take this into account, so mathematically it appears less probable than it really is.
  4. Very low n: There are not many data points included in this analysis. Even if the p-value is high, we should be suspicious of using so few datapoints in a correlation.
  5. Y-axis doesn't start at zero: I truncated the Y-axes of the graph above. I also used a line graph, which makes the visual connection stand out more than it deserves. Nothing against line graphs. They are great at telling a story when you have linear data! But visually it is deceptive because the only data is at the points on the graph, not the lines on the graph. In between each point, the data could have been doing anything. Like going for a random walk by itself!
    Mathematically what I showed is true, but it is intentionally misleading. Below is the same chart but with both Y-axes starting at zero.




Try it yourself

You can calculate the values on this page on your own! Try running the Python code to see the calculation results. Step 1: Download and install Python on your computer.

Step 2: Open a plaintext editor like Notepad and paste the code below into it.

Step 3: Save the file as "calculate_correlation.py" in a place you will remember, like your desktop. Copy the file location to your clipboard. On Windows, you can right-click the file and click "Properties," and then copy what comes after "Location:" As an example, on my computer the location is "C:\Users\tyler\Desktop"

Step 4: Open a command line window. For example, by pressing start and typing "cmd" and them pressing enter.

Step 5: Install the required modules by typing "pip install numpy", then pressing enter, then typing "pip install scipy", then pressing enter.

Step 6: Navigate to the location where you saved the Python file by using the "cd" command. For example, I would type "cd C:\Users\tyler\Desktop" and push enter.

Step 7: Run the Python script by typing "python calculate_correlation.py"

If you run into any issues, I suggest asking ChatGPT to walk you through installing Python and running the code below on your system. Try this question:

"Walk me through installing Python on my computer to run a script that uses scipy and numpy. Go step-by-step and ask me to confirm before moving on. Start by asking me questions about my operating system so that you know how to proceed. Assume I want the simplest installation with the latest version of Python and that I do not currently have any of the necessary elements installed. Remember to only give me one step per response and confirm I have done it before proceeding."


# These modules make it easier to perform the calculation
import numpy as np
from scipy import stats

# We'll define a function that we can call to return the correlation calculations
def calculate_correlation(array1, array2):

    # Calculate Pearson correlation coefficient and p-value
    correlation, p_value = stats.pearsonr(array1, array2)

    # Calculate R-squared as the square of the correlation coefficient
    r_squared = correlation**2

    return correlation, r_squared, p_value

# These are the arrays for the variables shown on this page, but you can modify them to be any two sets of numbers
array_1 = np.array([40323,40420,42376,46117,51646,52826,51723,49701,47277,])
array_2 = np.array([90,80,100,140,220,310,270,190,140,])
array_1_name = "Master's degrees awarded in Engineering"
array_2_name = "The number of agricultural sciences teachers in Colorado"

# Perform the calculation
print(f"Calculating the correlation between {array_1_name} and {array_2_name}...")
correlation, r_squared, p_value = calculate_correlation(array_1, array_2)

# Print the results
print("Correlation Coefficient:", correlation)
print("R-squared:", r_squared)
print("P-value:", p_value)



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You do not need to attribute "the spurious correlations website," and you don't even need to link here if you don't want to. I don't gain anything from pageviews. There are no ads on this site, there is nothing for sale, and I am not for hire.

For the record, I am just one person. Tyler Vigen, he/him/his. I do have degrees, but they should not go after my name unless you want to annoy my wife. If that is your goal, then go ahead and cite me as "Tyler Vigen, A.A. A.A.S. B.A. J.D." Otherwise it is just "Tyler Vigen."

When spoken, my last name is pronounced "vegan," like I don't eat meat.

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Correlation ID: 3017 · Black Variable ID: 1320 · Red Variable ID: 5702
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