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Spurious correlation #1,046 · View random

A linear line chart with years as the X-axis and two variables on the Y-axis. The first variable is US kids in public school and the second variable is NASA's budget appropriation.  The chart goes from 1990 to 2022, and the two variables track closely in value over that time. Small Image
Download png
, svg

AI explanation

As more kids mastered the art of building baking soda and vinegar volcanoes, NASA realized they could outsource their rocket propulsion needs to elementary school science fairs. Why spend millions on advanced technology when you can just harness the sheer power of kid-level enthusiasm for hands-on experiments? Plus, nothing says cost-effective space travel like a spacecraft powered by soda pop reactions!

Model: dalle-3
Prompt: Generate an image of a futuristic public school with children in colorful uniforms carrying high-tech textbooks and science equipment. In the background, government officials are seen relocating a "NASA" sign from a large, well-funded building to the school playground, where children are being taught about planets and constellations. An animated astronaut is guiding the kids through a math lesson, with a spacecraft model proudly displayed in the school's courtyard. 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 situation described. You respond only with the scene descriptions provided and say nothing else.
User prompt: Here is a situation: An increase in US kids in public school caused NASA's budget appropriation to decrease because the government needed to reallocate funds to develop a space program for children to learn math and science in an out-of-this-world environment at their schools.. Given that situation, which of the following image descriptions seems most appropriate? Pick the one that seems to be related to one of the variables at hand and the tone of the explanation. Please respond with only one of the following potential descriptions: Symbolism Macabre Parallax art Futuristic Cubism
ChatGPT: Futuristic

Model: gpt-3.5-turbo-1106
System prompt: You describe simple visual scenes that depict the two variables stated and the explanation described. Do not reference graphs or charts; describe physical objects.
User prompt: Please describe a visual scene that depicts the following situation. Keep the description simple. An increase in US kids in public school caused NASA's budget appropriation to decrease because the government needed to reallocate funds to develop a space program for children to learn math and science in an out-of-this-world environment at their schools.
ChatGPT: Imagine a bustling public school with more children lined up for classes, holding colorful textbooks and science equipment. In the distance, you see a group of government officials relocating a "NASA" sign from a large, well-funded building to a school playground, where children are receiving lessons on planets and constellations. You notice an animated astronaut guiding the kids through a math lesson, while a spacecraft model sits proudly in the school's courtyard.

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: [ Futuristic ] and depicting this scene: Imagine a bustling public school with more children lined up for classes, holding colorful textbooks and science equipment. In the distance, you see a group of government officials relocating a "NASA" sign from a large, well-funded building to a school playground, where children are receiving lessons on planets and constellations. You notice an animated astronaut guiding the kids through a math lesson, while a spacecraft model sits proudly in the school's courtyard. Keep the visual depiction simple. Do not include any words or speech bubbles.
ChatGPT: Generate an image of a futuristic public school with children in colorful uniforms carrying high-tech textbooks and science equipment. In the background, government officials are seen relocating a "NASA" sign from a large, well-funded building to the school playground, where children are being taught about planets and constellations. An animated astronaut is guiding the kids through a math lesson, with a spacecraft model proudly displayed in the school's courtyard.

*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 US kids in public school caused NASA's budget appropriation to decrease.

AI academic paper

(Because p < 0.01)
Stellar Budget Cuts: The Cosmic Correlation Between Public School Kids in the US and NASA's Pocketbook

Astrophysical Educator Quarterly

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 witty academic researcher. Your writing sounds like it belongs in a statistics 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 US kids in public school and NASA's budget appropriation. Make lots of jokes, goofy observations, and puns.

Make the title punny if you can come up with clever pun. If not, make it sound serious.

Your research team used data from National Center for Education Statistics and Planetary.org to assess this nagging question. You found a correlation coefficient of -0.9174600 and p < 0.01 for 1990 to 2022.

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]]
"Stellar Budget Cuts: The Cosmic Correlation Between Public School Kids in the US and NASA's Pocketbook"

[[ABSTRACT]]
This study examines the unexpected interstellar connection between the number of kids attending public schools in the United States and the appropriations for NASA's budget. Through rigorous statistical analysis using data from the National Center for Education Statistics and Planetary.org, our research team found a remarkably strong negative correlation between the two variables, with a correlation coefficient of -0.9174600 and a significance level of p < 0.01 for the period spanning from 1990 to 2022. These findings raise captivating questions about the cosmic implications of terrestrial education, with potential for amusing discussions about the extraterrestrial effects of budgetary decisions on our planetary pursuits. This research not only sheds light on the unexpected cosmic conundrum but also provides a celestial reminder that when it comes to education and space exploration, the universe holds more twists and turns than a black hole's event horizon.


Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics 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 US kids in public school and NASA's budget appropriation. Make lots of jokes, goofy observations, and puns.

Here is the title and abstract of the paper:
[[TITLE]]
"Stellar Budget Cuts: The Cosmic Correlation Between Public School Kids in the US and NASA's Pocketbook"

[[ABSTRACT]]
This study examines the unexpected interstellar connection between the number of kids attending public schools in the United States and the appropriations for NASA's budget. Through rigorous statistical analysis using data from the National Center for Education Statistics and Planetary.org, our research team found a remarkably strong negative correlation between the two variables, with a correlation coefficient of -0.9174600 and a significance level of p < 0.01 for the period spanning from 1990 to 2022. These findings raise captivating questions about the cosmic implications of terrestrial education, with potential for amusing discussions about the extraterrestrial effects of budgetary decisions on our planetary pursuits. This research not only sheds light on the unexpected cosmic conundrum but also provides a celestial reminder that when it comes to education and space exploration, the universe holds more twists and turns than a black hole's event horizon.

-------

Your response should start like this:

[[INTRODUCTION]]



ChatGPT:
Introduction

As we peer into the vast expanse of educational and astronomical data, we are faced with a captivating conundrum that is truly out of this world: the unexpected and inexplicable connection between the number of kids in United States public schools and the funding of the National Aeronautics and Space Administration (NASA). This peculiar correlation has been the subject of widespread speculation and puzzlement, with researchers and policymakers alike scratching their heads as they try to wrap their minds around the cosmic implications of our terrestrial education system on the funding of space exploration.

The aim of this study is to boldly go where no statistician has gone before, utilizing robust statistical methods and a touch of cosmic curiosity to unravel the enigmatic relationship between two seemingly unrelated variables. The question arises: could the academic pursuits of our young scholars on Earth have a gravitational pull on the budgetary resources allocated for our cosmic endeavors? If so, what does this cosmic correlation mean for the future of education and space exploration?

As we embark on this astronomical journey of analysis, it is essential to acknowledge that the cosmos often unfolds in ways that confound our earthly expectations. The celestial bodies of data from the National Center for Education Statistics and the inscrutable budgetary figures of NASA's appropriations converge in a manner that demands attentive investigation and a healthy dose of humor. After all, in the cosmic dance of research and discovery, it's essential to remember that even the most astrophysical pursuits can benefit from a bit of levity.

With that in mind, let us launch into the stratosphere of statistical exploration and seek to unravel the cosmic mysteries lurking within the earthly realms of public school attendance and NASA's budgetary trajectory. Buckle up, fellow explorers, for the journey ahead promises to be an astronomical adventure unlike any other. We shall navigate the astronomical and educational terrain with the precision of a spacecraft and the inquisitiveness of a star-gazing scholar, all the while keeping our cosmic sense of humor firmly intact. So, without further delay, let us set our sights on uncovering the cosmic connection between our schoolchildren on Earth and the celestial ambitions of NASA's budgetary universe.


Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics 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 US kids in public school and NASA's budget appropriation. Make lots of jokes, goofy observations, and puns.

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 name a couple popular internet memes that are related to one of the topics.

Here is the title and abstract of the paper:
[[TITLE]]
"Stellar Budget Cuts: The Cosmic Correlation Between Public School Kids in the US and NASA's Pocketbook"

[[ABSTRACT]]
This study examines the unexpected interstellar connection between the number of kids attending public schools in the United States and the appropriations for NASA's budget. Through rigorous statistical analysis using data from the National Center for Education Statistics and Planetary.org, our research team found a remarkably strong negative correlation between the two variables, with a correlation coefficient of -0.9174600 and a significance level of p < 0.01 for the period spanning from 1990 to 2022. These findings raise captivating questions about the cosmic implications of terrestrial education, with potential for amusing discussions about the extraterrestrial effects of budgetary decisions on our planetary pursuits. This research not only sheds light on the unexpected cosmic conundrum but also provides a celestial reminder that when it comes to education and space exploration, the universe holds more twists and turns than a black hole's event horizon.

-------

And here is the introduction section that led to this literature review:
[[INTRODUCTION]]
Introduction
As we peer into the vast expanse of educational and astronomical data, we are faced with a captivating conundrum that is truly out of this world: the unexpected and inexplicable connection between the number of kids in United States public schools and the funding of the National Aeronautics and Space Administration (NASA). This peculiar correlation has been the subject of widespread speculation and puzzlement, with researchers and policymakers alike scratching their heads as they try to wrap their minds around the cosmic implications of our terrestrial education system on the funding of space exploration.
The aim of this study is to boldly go where no statistician has gone before, utilizing robust statistical methods and a touch of cosmic curiosity to unravel the enigmatic relationship between two seemingly unrelated variables. The question arises: could the academic pursuits of our young scholars on Earth have a gravitational pull on the budgetary resources allocated for our cosmic endeavors? If so, what does this cosmic correlation mean for the future of education and space exploration?
As we embark on this astronomical journey of analysis, it is essential to acknowledge that the cosmos often unfolds in ways that confound our earthly expectations. The celestial bodies of data from the National Center for Education Statistics and the inscrutable budgetary figures of NASA's appropriations converge in a manner that demands attentive investigation and a healthy dose of humor. After all, in the cosmic dance of research and discovery, it's essential to remember that even the most astrophysical pursuits can benefit from a bit of levity.
With that in mind, let us launch into the stratosphere of statistical exploration and seek to unravel the cosmic mysteries lurking within the earthly realms of public school attendance and NASA's budgetary trajectory. Buckle up, fellow explorers, for the journey ahead promises to be an astronomical adventure unlike any other. We shall navigate the astronomical and educational terrain with the precision of a spacecraft and the inquisitiveness of a star-gazing scholar, all the while keeping our cosmic sense of humor firmly intact. So, without further delay, let us set our sights on uncovering the cosmic connection between our schoolchildren on Earth and the celestial ambitions of NASA's budgetary universe.

-------

Your response should start like this:

[[LITERATURE REVIEW]]



ChatGPT:
[[LITERATURE REVIEW]]

In "Smith and Doe (2020)," the authors find a compelling negative correlation between the number of students enrolled in public schools in the United States and the annual appropriation of funds for NASA. They argue that as the student population increases, there is a corresponding decrease in the budget allocation for the National Aeronautics and Space Administration. These findings are echoed by Jones et al. (2018), who further highlight the intriguing interplay between terrestrial education and extraterrestrial exploration.

As we delve deeper into this cosmic conundrum, it becomes apparent that the relationship between public school kids in the US and NASA's budget appropriation is no mere statistical anomaly. Rather, it presents a perplexing puzzle that invites a blend of astrophysical analysis and terrestrial wit.

The cosmic dance of statistical rigor and celestial curiosity is illuminated in "The Interstellar Dynamics of Education and Space Exploration" by Lorem Ipsum (2019), which offers a thorough examination of the potential impact of educational metrics on the funding of space initiatives. Within the pages of this scholarly work, the authors deftly navigate the complexities of educational data, orbiting ever closer to the enigmatic force that seems to tug at the purse strings of NASA.

Drawing from the vast expanse of non-fiction literature, we encounter titles such as "Cosmic Classrooms: A Stellar Analysis of Education's Gravitational Pull on Space Funding" and "The Milky Way of Budgetary Allocations: Essays on the Interplanetary Effects of Public School Attendance." These publications provide valuable insights into the intersection of earthly education and cosmic financial dynamics, reminding us that even the most otherworldly of topics can be approached with a touch of terrestrial humor.

In the realm of fiction, the cosmic correlation between public school kids and NASA's budget allocation resonates through works such as "The Hitchhiker's Guide to Budget Cuts: An Interstellar Comedy of Errors" and "The Lunar Chronicles: A Tale of Cosmic Coincidences and Classroom Capers." While these titles may be fanciful in nature, their imaginative exploration of the intertwined destinies of education and space funding offers a refreshing perspective on the topic at hand.

In a nod to popular internet memes, it is worth noting the widespread circulation of the "Grumpy Cat's Guide to Cosmic Budget Cuts," a humorous take on the perplexing relationship between public school demographics and NASA's financial resources. Memes such as this serve to lighten the cosmic mood surrounding our investigation, reminding us that even the most stellar of phenomena can be met with a touch of intergalactic levity.

As we traverse the cosmic landscape of academic literature and popular culture references, it becomes evident that the connection between public school attendance in the US and NASA's budget appropriation is a topic that invites both scholarly scrutiny and comedic contemplation. In the pursuit of unraveling this celestial enigma, it is paramount to uphold the ethos of inquiry with an open mind and a cosmic sense of humor. After all, when delving into the cosmic unknown, a dash of levity can be the gravitational force that keeps our scholarly pursuits firmly grounded.


Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics 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 US kids in public school and NASA's budget appropriation. Make lots of jokes, goofy observations, and puns.

Your research team collected data from all across the internet, but mostly just used information from National Center for Education Statistics and Planetary.org . You used data from 1990 to 2022

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]]
"Stellar Budget Cuts: The Cosmic Correlation Between Public School Kids in the US and NASA's Pocketbook"

[[ABSTRACT]]
This study examines the unexpected interstellar connection between the number of kids attending public schools in the United States and the appropriations for NASA's budget. Through rigorous statistical analysis using data from the National Center for Education Statistics and Planetary.org, our research team found a remarkably strong negative correlation between the two variables, with a correlation coefficient of -0.9174600 and a significance level of p < 0.01 for the period spanning from 1990 to 2022. These findings raise captivating questions about the cosmic implications of terrestrial education, with potential for amusing discussions about the extraterrestrial effects of budgetary decisions on our planetary pursuits. This research not only sheds light on the unexpected cosmic conundrum but also provides a celestial reminder that when it comes to education and space exploration, the universe holds more twists and turns than a black hole's event horizon.

[[INTRODUCTION]]
Introduction
As we peer into the vast expanse of educational and astronomical data, we are faced with a captivating conundrum that is truly out of this world: the unexpected and inexplicable connection between the number of kids in United States public schools and the funding of the National Aeronautics and Space Administration (NASA). This peculiar correlation has been the subject of widespread speculation and puzzlement, with researchers and policymakers alike scratching their heads as they try to wrap their minds around the cosmic implications of our terrestrial education system on the funding of space exploration.
The aim of this study is to boldly go where no statistician has gone before, utilizing robust statistical methods and a touch of cosmic curiosity to unravel the enigmatic relationship between two seemingly unrelated variables. The question arises: could the academic pursuits of our young scholars on Earth have a gravitational pull on the budgetary resources allocated for our cosmic endeavors? If so, what does this cosmic correlation mean for the future of education and space exploration?
As we embark on this astronomical journey of analysis, it is essential to acknowledge that the cosmos often unfolds in ways that confound our earthly expectations. The celestial bodies of data from the National Center for Education Statistics and the inscrutable budgetary figures of NASA's appropriations converge in a manner that demands attentive investigation and a healthy dose of humor. After all, in the cosmic dance of research and discovery, it's essential to remember that even the most astrophysical pursuits can benefit from a bit of levity.
With that in mind, let us launch into the stratosphere of statistical exploration and seek to unravel the cosmic mysteries lurking within the earthly realms of public school attendance and NASA's budgetary trajectory. Buckle up, fellow explorers, for the journey ahead promises to be an astronomical adventure unlike any other. We shall navigate the astronomical and educational terrain with the precision of a spacecraft and the inquisitiveness of a star-gazing scholar, all the while keeping our cosmic sense of humor firmly intact. So, without further delay, let us set our sights on uncovering the cosmic connection between our schoolchildren on Earth and the celestial ambitions of NASA's budgetary universe.

-------

Your response should start like this:

[[METHODOLOGY]]



ChatGPT:

[[METHODOLOGY]]

To unravel the celestial conundrum of the connection between the number of kids in United States public schools and NASA's budget appropriations, our research team embarked on a cosmic journey through the endless expanse of data spanning from 1990 to 2022. We utilized a concoction of statistical methods that are as diverse as the galaxies themselves, in an attempt to capture the essence of this astronomical correlation in all its complexity.

Data Collection
Our expedition into the cosmic depths of data collection led us to scout for information from the National Center for Education Statistics, an abundant reservoir of terrestrial knowledge about the student population in the United States. Additionally, we navigated the digital cosmos to extract budgetary figures from NASA via Planetary.org, plunging into the vortex of cyberspace to gather celestial treasures of financial insight. No stone was left unturned in our quest for a comprehensive dataset that would capture the essence of this enigmatic relationship.

Statistical Analysis
As we conducted our analysis, we summoned the statistical forces of correlation analysis to gauge the strength and direction of the cosmic connection. We employed the trusty Pearson correlation coefficient, which served as our guiding star in assessing the magnitude of the relationship between public school attendance and NASA's budget appropriations. With a significance level of p < 0.01, we discerned that the correlation coefficient of -0.9174600 illuminated the substantial inverse relationship between the variables, boggling our earthly minds with its cosmic implications.

Extraterrestrial Adjustment
Recognizing the unparalleled nature of this cosmic alliance, our research team navigated through the complex gravitational fields of data cleansing and transformation. We intricately adjusted and aligned the temporal elements to ensure that our data reflected the evolutionary trajectories of both terrestrial education and celestial funding over the decades. It was no small feat to wrangle such divergent datasets into a unified celestial narrative, but through our collective scholarly and cosmic ingenuity, we achieved a harmonious synchronization of the statistical galaxies.

Limitations and Cosmic Cautions
As we ventured deeper into the cosmic unknown, we encountered the gravitational pitfalls of potential confounding variables and causality conundrums. The astrophysical landscape of our research is not immune to the gravitational waves of lurking variables that may influence the observed relationship. Our cosmic cautionary tale reminds us that while correlation may indeed be celestial, causation requires a far more intricate celestial dance. Additionally, the terrestrial timeframe of our analysis may not capture the sweeping cosmic tides of change that have shaped the educational and astronomical landscapes in their entirety.

In summary, our methodology employed a blend of statistical sorcery and cosmic curiosity to navigate the uncharted territories of the relationship between public school attendance and NASA's budget appropriations. The cosmic correlation uncovered through our methodological odyssey holds immense potential for reshaping our understanding of the interconnectedness between terrestrial education and the celestial aspirations of space exploration. As we navigate the cosmos of research, it is imperative to remain poised to embrace the unexpected, and to remember that even in the furthest reaches of the heavens, statistical inquiry can benefit from a touch of cosmic whimsy and humor.


Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics 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 US kids in public school and NASA's budget appropriation. Make lots of jokes, goofy observations, and puns.

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

For the time period 1990 to 2022, you found a correlation -0.9174600, r-squared of 0.8417329, 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]]
"Stellar Budget Cuts: The Cosmic Correlation Between Public School Kids in the US and NASA's Pocketbook"

[[ABSTRACT]]
This study examines the unexpected interstellar connection between the number of kids attending public schools in the United States and the appropriations for NASA's budget. Through rigorous statistical analysis using data from the National Center for Education Statistics and Planetary.org, our research team found a remarkably strong negative correlation between the two variables, with a correlation coefficient of -0.9174600 and a significance level of p < 0.01 for the period spanning from 1990 to 2022. These findings raise captivating questions about the cosmic implications of terrestrial education, with potential for amusing discussions about the extraterrestrial effects of budgetary decisions on our planetary pursuits. This research not only sheds light on the unexpected cosmic conundrum but also provides a celestial reminder that when it comes to education and space exploration, the universe holds more twists and turns than a black hole's event horizon.

-------

And here is the methodology section that led to this result:
[[METHODOLOGY]]
Introduction
As we peer into the vast expanse of educational and astronomical data, we are faced with a captivating conundrum that is truly out of this world: the unexpected and inexplicable connection between the number of kids in United States public schools and the funding of the National Aeronautics and Space Administration (NASA). This peculiar correlation has been the subject of widespread speculation and puzzlement, with researchers and policymakers alike scratching their heads as they try to wrap their minds around the cosmic implications of our terrestrial education system on the funding of space exploration.
The aim of this study is to boldly go where no statistician has gone before, utilizing robust statistical methods and a touch of cosmic curiosity to unravel the enigmatic relationship between two seemingly unrelated variables. The question arises: could the academic pursuits of our young scholars on Earth have a gravitational pull on the budgetary resources allocated for our cosmic endeavors? If so, what does this cosmic correlation mean for the future of education and space exploration?
As we embark on this astronomical journey of analysis, it is essential to acknowledge that the cosmos often unfolds in ways that confound our earthly expectations. The celestial bodies of data from the National Center for Education Statistics and the inscrutable budgetary figures of NASA's appropriations converge in a manner that demands attentive investigation and a healthy dose of humor. After all, in the cosmic dance of research and discovery, it's essential to remember that even the most astrophysical pursuits can benefit from a bit of levity.
With that in mind, let us launch into the stratosphere of statistical exploration and seek to unravel the cosmic mysteries lurking within the earthly realms of public school attendance and NASA's budgetary trajectory. Buckle up, fellow explorers, for the journey ahead promises to be an astronomical adventure unlike any other. We shall navigate the astronomical and educational terrain with the precision of a spacecraft and the inquisitiveness of a star-gazing scholar, all the while keeping our cosmic sense of humor firmly intact. So, without further delay, let us set our sights on uncovering the cosmic connection between our schoolchildren on Earth and the celestial ambitions of NASA's budgetary universe.

-------

Your response should start like this:

[[RESULTS]]



ChatGPT:

[[RESULTS]]

Our investigation into the cosmic correlation between the number of kids attending public schools in the United States and NASA's budget appropriations yielded astonishing results. The data revealed a remarkably strong negative correlation between these two variables, with a correlation coefficient of -0.9174600, an r-squared value of 0.8417329, and a p-value of less than 0.01.

In simpler terms, as the number of kids in public schools increases, NASA's budget appropriations tend to decrease, and vice versa. This unexpected relationship between terrestrial education and interstellar funding raises eyebrows and telescopes alike, prompting a cosmic conundrum that tickles the collective curiosity of researchers and stargazers alike.

The strength of this correlation, depicted with clarity in Fig. 1, is enough to make one wonder if there's an unseen force at play - perhaps a celestial ballet performed by the gravitational pulls of budgetary decisions and educational enrollments. The figure showcases a prominent negative trend, illustrating the consistent push and pull between the earthly abodes of learning and the extraterrestrial frontiers of exploration.

These findings challenge us to ponder the cosmic implications of budgetary decisions on our planetary pursuits. Could it be that the aspirations of our young scholars here on Earth contribute to fluctuations in the celestial funds allocated for exploring the cosmos? The statistical evidence suggests a resounding "yes," leaving us to marvel at the whimsical dance of numbers and the mysterious interplay of earthly education and cosmic curiosity.

In summary, our research not only highlights the unexpected cosmic connection between public school attendance and NASA's budget but also nudges us to contemplate the poignant interplay between educating the next generation and reaching for the stars, all while reminding us to approach this cosmic conundrum with a dash of intergalactic humor and a large measure of earthly inquisitiveness.


Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics 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 US kids in public school and NASA's budget appropriation. Make lots of jokes, goofy observations, and puns.

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]]
"Stellar Budget Cuts: The Cosmic Correlation Between Public School Kids in the US and NASA's Pocketbook"

[[ABSTRACT]]
This study examines the unexpected interstellar connection between the number of kids attending public schools in the United States and the appropriations for NASA's budget. Through rigorous statistical analysis using data from the National Center for Education Statistics and Planetary.org, our research team found a remarkably strong negative correlation between the two variables, with a correlation coefficient of -0.9174600 and a significance level of p < 0.01 for the period spanning from 1990 to 2022. These findings raise captivating questions about the cosmic implications of terrestrial education, with potential for amusing discussions about the extraterrestrial effects of budgetary decisions on our planetary pursuits. This research not only sheds light on the unexpected cosmic conundrum but also provides a celestial reminder that when it comes to education and space exploration, the universe holds more twists and turns than a black hole's event horizon.

[[LITERATURE REVIEW]]
In "Smith and Doe (2020)," the authors find a compelling negative correlation between the number of students enrolled in public schools in the United States and the annual appropriation of funds for NASA. They argue that as the student population increases, there is a corresponding decrease in the budget allocation for the National Aeronautics and Space Administration. These findings are echoed by Jones et al. (2018), who further highlight the intriguing interplay between terrestrial education and extraterrestrial exploration.
As we delve deeper into this cosmic conundrum, it becomes apparent that the relationship between public school kids in the US and NASA's budget appropriation is no mere statistical anomaly. Rather, it presents a perplexing puzzle that invites a blend of astrophysical analysis and terrestrial wit.
The cosmic dance of statistical rigor and celestial curiosity is illuminated in "The Interstellar Dynamics of Education and Space Exploration" by Lorem Ipsum (2019), which offers a thorough examination of the potential impact of educational metrics on the funding of space initiatives. Within the pages of this scholarly work, the authors deftly navigate the complexities of educational data, orbiting ever closer to the enigmatic force that seems to tug at the purse strings of NASA.
Drawing from the vast expanse of non-fiction literature, we encounter titles such as "Cosmic Classrooms: A Stellar Analysis of Education's Gravitational Pull on Space Funding" and "The Milky Way of Budgetary Allocations: Essays on the Interplanetary Effects of Public School Attendance." These publications provide valuable insights into the intersection of earthly education and cosmic financial dynamics, reminding us that even the most otherworldly of topics can be approached with a touch of terrestrial humor.
In the realm of fiction, the cosmic correlation between public school kids and NASA's budget allocation resonates through works such as "The Hitchhiker's Guide to Budget Cuts: An Interstellar Comedy of Errors" and "The Lunar Chronicles: A Tale of Cosmic Coincidences and Classroom Capers." While these titles may be fanciful in nature, their imaginative exploration of the intertwined destinies of education and space funding offers a refreshing perspective on the topic at hand.
In a nod to popular internet memes, it is worth noting the widespread circulation of the "Grumpy Cat's Guide to Cosmic Budget Cuts," a humorous take on the perplexing relationship between public school demographics and NASA's financial resources. Memes such as this serve to lighten the cosmic mood surrounding our investigation, reminding us that even the most stellar of phenomena can be met with a touch of intergalactic levity.
As we traverse the cosmic landscape of academic literature and popular culture references, it becomes evident that the connection between public school attendance in the US and NASA's budget appropriation is a topic that invites both scholarly scrutiny and comedic contemplation. In the pursuit of unraveling this celestial enigma, it is paramount to uphold the ethos of inquiry with an open mind and a cosmic sense of humor. After all, when delving into the cosmic unknown, a dash of levity can be the gravitational force that keeps our scholarly pursuits firmly grounded.

[[RESULTS]]
Our investigation into the cosmic correlation between the number of kids attending public schools in the United States and NASA's budget appropriations yielded astonishing results. The data revealed a remarkably strong negative correlation between these two variables, with a correlation coefficient of -0.9174600, an r-squared value of 0.8417329, and a p-value of less than 0.01.
In simpler terms, as the number of kids in public schools increases, NASA's budget appropriations tend to decrease, and vice versa. This unexpected relationship between terrestrial education and interstellar funding raises eyebrows and telescopes alike, prompting a cosmic conundrum that tickles the collective curiosity of researchers and stargazers alike.
The strength of this correlation, depicted with clarity in Fig. 1, is enough to make one wonder if there's an unseen force at play - perhaps a celestial ballet performed by the gravitational pulls of budgetary decisions and educational enrollments. The figure showcases a prominent negative trend, illustrating the consistent push and pull between the earthly abodes of learning and the extraterrestrial frontiers of exploration.
These findings challenge us to ponder the cosmic implications of budgetary decisions on our planetary pursuits. Could it be that the aspirations of our young scholars here on Earth contribute to fluctuations in the celestial funds allocated for exploring the cosmos? The statistical evidence suggests a resounding "yes," leaving us to marvel at the whimsical dance of numbers and the mysterious interplay of earthly education and cosmic curiosity.
In summary, our research not only highlights the unexpected cosmic connection between public school attendance and NASA's budget but also nudges us to contemplate the poignant interplay between educating the next generation and reaching for the stars, all while reminding us to approach this cosmic conundrum with a dash of intergalactic humor and a large measure of earthly inquisitiveness.

-------

Your response should start like this:

[[DISCUSSION]]



ChatGPT:

[[DISCUSSION]]

The results of our study have unearthed a cosmic conundrum that even the most skilled astronomers might find perplexing. The remarkably strong negative correlation between the number of kids attending public schools in the United States and the appropriations for NASA's budget, as uncovered by our analysis, presents a celestial riddle that is enough to make even the most lighthearted astrophysicist raise an eyebrow.

Our findings not only align with prior research, but also push the cosmic boundaries of understanding the interstellar impact of terrestrial education. As we harken back to the literature review, it's intriguing to note that Smith and Doe (2020) and Jones et al. (2018) were onto something when they first delved into the whimsical connection between education and space funding. Their observations, once seen as anecdotes from the outer reaches of academia, are now vindicated by our robust statistical analysis, as evidenced by the striking negative correlation coefficient of -0.9174600 between these cosmic variables.

Indeed, the magnitude of this correlation is enough to launch a thousand space shuttles of curiosity. The consistent push and pull between the earthly abodes of learning and the extraterrestrial frontiers of exploration, as depicted with clarity in Fig. 1, is reminiscent of a cosmic tug-of-war game - a playful reminder that even the most weighty of statistical analyses can be approached with a dose of interstellar levity.

But let's not lose sight of the serious implications of our findings. The celestial implication that the budgetary decisions of NASA may be influenced by the population of scholars in our terrestrial schools raises profound questions about the interstellar effects of our terrestrial endeavors. Could it be that the cosmic budgetary dance is, in fact, influenced by the gravitational pull of educational demographics? This notion, once relegated to the realm of science fiction, now takes center stage in our scholarly arsenal, inviting a cosmic cavalcade of contemplation and inquiry.

Our findings, though seemingly whimsical, remind us that even the most celestial of phenomena can be illuminated with a lighthearted cosmic gaze. As we embark on further investigations into the cosmic correlation between public school attendance and NASA's budget, let us remember to tread lightly but with a celestial sense of wonder, for when it comes to unraveling the cosmic mysteries of education and space funding, a dash of humor can lead us to the galaxies of understanding.


Model: gpt-3.5-turbo-1106
System prompt: You are a witty academic researcher. Your writing sounds like it belongs in a statistics 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 US kids in public school and NASA's budget appropriation. Make lots of jokes, goofy observations, and puns.

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]]
"Stellar Budget Cuts: The Cosmic Correlation Between Public School Kids in the US and NASA's Pocketbook"

[[ABSTRACT]]
This study examines the unexpected interstellar connection between the number of kids attending public schools in the United States and the appropriations for NASA's budget. Through rigorous statistical analysis using data from the National Center for Education Statistics and Planetary.org, our research team found a remarkably strong negative correlation between the two variables, with a correlation coefficient of -0.9174600 and a significance level of p < 0.01 for the period spanning from 1990 to 2022. These findings raise captivating questions about the cosmic implications of terrestrial education, with potential for amusing discussions about the extraterrestrial effects of budgetary decisions on our planetary pursuits. This research not only sheds light on the unexpected cosmic conundrum but also provides a celestial reminder that when it comes to education and space exploration, the universe holds more twists and turns than a black hole's event horizon.

[[INTRDUCTION]]
Introduction
As we peer into the vast expanse of educational and astronomical data, we are faced with a captivating conundrum that is truly out of this world: the unexpected and inexplicable connection between the number of kids in United States public schools and the funding of the National Aeronautics and Space Administration (NASA). This peculiar correlation has been the subject of widespread speculation and puzzlement, with researchers and policymakers alike scratching their heads as they try to wrap their minds around the cosmic implications of our terrestrial education system on the funding of space exploration.
The aim of this study is to boldly go where no statistician has gone before, utilizing robust statistical methods and a touch of cosmic curiosity to unravel the enigmatic relationship between two seemingly unrelated variables. The question arises: could the academic pursuits of our young scholars on Earth have a gravitational pull on the budgetary resources allocated for our cosmic endeavors? If so, what does this cosmic correlation mean for the future of education and space exploration?
As we embark on this astronomical journey of analysis, it is essential to acknowledge that the cosmos often unfolds in ways that confound our earthly expectations. The celestial bodies of data from the National Center for Education Statistics and the inscrutable budgetary figures of NASA's appropriations converge in a manner that demands attentive investigation and a healthy dose of humor. After all, in the cosmic dance of research and discovery, it's essential to remember that even the most astrophysical pursuits can benefit from a bit of levity.
With that in mind, let us launch into the stratosphere of statistical exploration and seek to unravel the cosmic mysteries lurking within the earthly realms of public school attendance and NASA's budgetary trajectory. Buckle up, fellow explorers, for the journey ahead promises to be an astronomical adventure unlike any other. We shall navigate the astronomical and educational terrain with the precision of a spacecraft and the inquisitiveness of a star-gazing scholar, all the while keeping our cosmic sense of humor firmly intact. So, without further delay, let us set our sights on uncovering the cosmic connection between our schoolchildren on Earth and the celestial ambitions of NASA's budgetary universe.

[[RESULTS]]
Our investigation into the cosmic correlation between the number of kids attending public schools in the United States and NASA's budget appropriations yielded astonishing results. The data revealed a remarkably strong negative correlation between these two variables, with a correlation coefficient of -0.9174600, an r-squared value of 0.8417329, and a p-value of less than 0.01.
In simpler terms, as the number of kids in public schools increases, NASA's budget appropriations tend to decrease, and vice versa. This unexpected relationship between terrestrial education and interstellar funding raises eyebrows and telescopes alike, prompting a cosmic conundrum that tickles the collective curiosity of researchers and stargazers alike.
The strength of this correlation, depicted with clarity in Fig. 1, is enough to make one wonder if there's an unseen force at play - perhaps a celestial ballet performed by the gravitational pulls of budgetary decisions and educational enrollments. The figure showcases a prominent negative trend, illustrating the consistent push and pull between the earthly abodes of learning and the extraterrestrial frontiers of exploration.
These findings challenge us to ponder the cosmic implications of budgetary decisions on our planetary pursuits. Could it be that the aspirations of our young scholars here on Earth contribute to fluctuations in the celestial funds allocated for exploring the cosmos? The statistical evidence suggests a resounding "yes," leaving us to marvel at the whimsical dance of numbers and the mysterious interplay of earthly education and cosmic curiosity.
In summary, our research not only highlights the unexpected cosmic connection between public school attendance and NASA's budget but also nudges us to contemplate the poignant interplay between educating the next generation and reaching for the stars, all while reminding us to approach this cosmic conundrum with a dash of intergalactic humor and a large measure of earthly inquisitiveness.

-------

Your response should start like this:

[[CONCLUSION]]



ChatGPT:

[[CONCLUSION]]

In conclusion, our investigation of the cosmic correlation between the number of kids in US public schools and NASA's budget appropriations has left us starry-eyed and chuckling at the cosmic absurdity of it all. The statistically robust negative correlation we've uncovered is enough to make one wonder if there's a planetary prankster at work, playing cosmic jokes on the budgetary decisions of our earthly pursuits and extraterrestrial undertakings.

As we wrap up this astronomical journey, it's abundantly clear that the budgetary trajectory of NASA's cosmic ambitions has a gravitational pull that seems to be dancing to the beat of the enrollment numbers in our nation's public schools. This peculiar partnership between terrestrial education and interstellar funding has left us pondering the cosmic implications and whimsical interplay of these seemingly unrelated variables.

As we contemplate the celestial ballet of budgetary decisions and educational enrollments, we are reminded of the cosmic twists and turns that keep the universe delightfully unpredictable. It seems that when it comes to the cosmic conundrum of education and space exploration, the universe's sense of humor knows no bounds.

Therefore, in light of these findings and the cosmic levity they bring, we assert with aplomb that further research in this area is as unnecessary as a spacesuit at a pool party. The statistical evidence stands as a testament to the whimsical dance of earthly education and the celestial pursuits of exploration, reminding us that even the most astronomical endeavors can benefit from a dash of intergalactic humor.


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 Stellar Budget Cuts: The Cosmic Correlation Between Public School Kids in the US and NASA's Pocketbook. Respond only with the name of a fictional academic journal.

ChatGPT:

Astrophysical Educator Quarterly


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 Stellar Budget Cuts: The Cosmic Correlation Between Public School Kids in the US and NASA's Pocketbook. Respond only with the name of a fictional organization.

ChatGPT:

The Intergalactic Academy of Extraterrestrial Economics and Education


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 Stellar Budget Cuts: The Cosmic Correlation Between Public School Kids in the US and NASA's Pocketbook with an abstract of This study examines the unexpected interstellar connection between the number of kids attending public schools in the United States and the appropriations for NASA's budget. Through rigorous statistical analysis using data from the National Center for Education Statistics and Planetary.org, our research team found a remarkably strong negative correlation between the two variables, with a correlation coefficient of -0.9174600 and a significance level of p < 0.01 for the period spanning from 1990 to 2022. These findings raise captivating questions about the cosmic implications of terrestrial education, with potential for amusing discussions about the extraterrestrial effects of budgetary decisions on our planetary pursuits. This research not only sheds light on the unexpected cosmic conundrum but also provides a celestial reminder that when it comes to education and space exploration, the universe holds more twists and turns than a black hole's event horizon.

ChatGPT:

public schools, United States, NASA budget, correlation, statistical analysis, National Center for Education Statistics, Planetary.org, budget cuts, education funding, space exploration, cosmic implications

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



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Data details

US kids in public school
Detailed data title: Enrollment in public elementary and secondary schools
Source: National Center for Education Statistics
See what else correlates with US kids in public school

NASA's budget appropriation
Detailed data title: NASA's budget appropriation (inflation adjusted)
Source: Planetary.org
See what else correlates with NASA's budget appropriation

Correlation r = -0.9174600 (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 = 0.8417329 (Coefficient of determination)
This means 84.2% of the change in the one variable (i.e., NASA's budget appropriation) is predictable based on the change in the other (i.e., US kids in public school) over the 33 years from 1990 through 2022.

p < 0.01, which is statistically significant(Null hypothesis significance test)
The p-value is 6.002E-14. 0.0000000000000600182892301820
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 -0.92 in 6.002E-12% of random cases. Said differently, if you correlated 16,661,587,873,070 random variables You don't actually need 16 trillion variables to find a correlation like this one. I don't have that many variables in my database. You can also correlate variables that are not independent. I do this a lot.

p-value calculations are useful for understanding the probability of a result happening by chance. They are most useful when used to highlight the risk of a fluke outcome. For example, if you calculate a p-value of 0.30, the risk that the result is a fluke is high. It is good to know that! But there are lots of ways to get a p-value of less than 0.01, as evidenced by this project.

In this particular case, the values are so extreme as to be meaningless. That's why no one reports p-values with specificity after they drop below 0.01.

Just to be clear: I'm being completely transparent about the calculations. There is no math trickery. This is just how statistics shakes out when you calculate hundreds of millions of random correlations.
with the same 32 degrees of freedom, Degrees of freedom is a measure of how many free components we are testing. In this case it is 32 because we have two variables measured over a period of 33 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.

[ -0.96, -0.84 ] 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.
199019911992199319941995199619971998199920002001200220032004200520062007200820092010201120122013201420152016201720182019202020212022
US kids in public school (Students)412167004204690042823300434649004411150044840500456110004612690046538600468571004720350047671900481831004854020048795500491133004931580049290600492656004936100049484200495217004977110050044500503126005043800050615200506856005069410050796400493748004943310049262300
NASA's budget appropriation (Dollars)293030003223700031311000300220002965000027486000268690002617400025392000247740002373800024032000243840002479600023811000243610002417600022880000234890002502100024597000238330002273200021250000218100002181000023084000230340002370100024102000248240002459800024041000




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. Inverted Y-axis: I inverted the Y-axis on the chart above so that the lines would move together. This is visually pleasing, but not at all intuitive. Below is a line graph that does not invert the Y-axis and starts 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([41216700,42046900,42823300,43464900,44111500,44840500,45611000,46126900,46538600,46857100,47203500,47671900,48183100,48540200,48795500,49113300,49315800,49290600,49265600,49361000,49484200,49521700,49771100,50044500,50312600,50438000,50615200,50685600,50694100,50796400,49374800,49433100,49262300,])
array_2 = np.array([29303000,32237000,31311000,30022000,29650000,27486000,26869000,26174000,25392000,24774000,23738000,24032000,24384000,24796000,23811000,24361000,24176000,22880000,23489000,25021000,24597000,23833000,22732000,21250000,21810000,21810000,23084000,23034000,23701000,24102000,24824000,24598000,24041000,])
array_1_name = "US kids in public school"
array_2_name = "NASA's budget appropriation"

# 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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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."

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Correlation ID: 1046 · Black Variable ID: 1296 · Red Variable ID: 1083
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