CONTACT | CALENDAR | STAFF | EMAIL LOGIN Parent Portal logoFacebook iconTwitter iconYoutube iconInstagram Icon

Toggle Menu



Kecoughtan High School AP Statistics students culminate their year with projects

Students in Laura Yannarella’s Advanced Placement (AP) Statistics class ended their year with some phenomenal projects.  The projects included a hypothesis, collection of data, and a five-minute PowerPoint presentation to the class.

Students used the methods of inference learned this year to investigate possible connections in a subject of interest to them. Project proposals included a wide variety of topics, such as:

  • Senioritis: will your GPA suffer?
  • Are females better at recognizing celebrity couples than males?
  • Do women and men pay different prices for clothing?
  • Are the large fries really worth it?
  • Which gender performs better on gender-based questions?
  • Does handedness and GPA have an association?
  • Does an iPhone know it’s owner’s song preferences enough to skew the randomness of a shuffle?
  • Does coffee have an impact on GPA?
  • Are people more prone to overestimate the length of a short song clip due to a tendency of impatience?
  • Does the presence of a median subconsciously cause drivers to speed more?

Students submitted a proposal of their topic of interest and then designed a study to collet data, analyze the data using any of several inference techniques learned in class, then presented their proposal to classmates through a slide show.

Miriam Abdel-sayed, who studied whether being right- or left-handed had any effect on GPA concluded that handedness has no effect on a high school student's GPA. She said, “The reason I picked it is with me being left handed, people always told me left-handed people are more creative thinkers and I wasn't sure if it was myth or fact. I was curious to see if it had any effect on a student's academic achievement.”

Rebecca Brown and Christian Skaggs hypothesized that Christian’s iPhone has a sense that he preferred to hear Cardi B songs. They ran 50 simulated shuffles and found that it did indeed appear that his iPhone played more Cardi B songs than other artists. The students said, “We learned how to put statistics into an actual situation that we related to.”

Senior Bailey Espaillat’s project tested whether people have a natural tendency to be impatient. She had people listen to a 12 second clip of music and then asked them how much time they believe had elapsed. She said, “When we were introduced to the project, something that interested me was the idea that people tend to overestimate the length of a clip when played. This was a great opportunity to see if that theory held up statistically.”

Students were interested in age-old beliefs that males and females are different. Saja Carpel, Chet Davis, and Keliandra Rossi ran a test on gender specific questions such as make-up tips and knowledge of car maintenance to see if gender knowledge crossed over between the sexes. Their conclusion: while both females and males were more successful on questions geared toward their gender, both sexes performed roughly the same on questions based on the opposite gender.

Chauntanay Thorpe wondered if there is a difference in which gender eats breakfast more. Her conclusion: There is evidence to say that gender has an effect on whether students eat breakfast or not.

Jessica Law and Haley Crabtree ran a test on which gender knew more celebrity couples. Their conclusion: females outperform males.

Regan Walther and Samantha Whippo tested the belief that females compare themselves to others more than males.

Tori Dixon and Gabrielle Poffenbarger were interested in whether females do take more time to get ready in the morning than males. Gabrielle said, “I learned that it's harder to gather data than I thought it would be.”

Malik Miller’s found that male and females both prefer the same movie genre on a first date. He said of his project, titled Kiss or Kill, “The stereotype is a lie that more girls would rather see a romantic movie on their first date.”

Juniors Summer Kujawa and Wyatt Slatter did an analysis on whether having a median between opposing lanes of traffic caused a higher proportion of speeders. They received permission from the Hampton Police Division to use a radar gun on Nickerson Blvd and Fox Hill Road to measure the proportion of speeders in the first 50 cars to pass them on each road. They concluded that it does appear people speed more in the presence of a median. Summer and Wyatt said, “We were just curious to see if people would speed more if a median is present and we used statistics to implement this in a real life situation.”

Juniors Jessica Laxton and Mallory Matthews made a Kahoot game to see which was more recognizable – cartoon characters or historical figures. Not surprisingly, cartoon characters won. They said, “I thought it was fun being able to prove the theory that 5th graders know more cartoon characters than historical figures. It was something we all assume; now we have the statistics to prove it.”

Links to the projects:

©2018 HAMPTON CITY SCHOOLS All rights reserved - One Franklin Street, Hampton Virginia 23669 - 757-727-2000

HCS does not discriminate on the basis of race, color, national origin, sex, disability, age or other protected classes in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the non-discrimination policies: Robbin G. Ruth, Executive Director, Human Resources, One Franklin Street, Hampton, VA 23669 757-727-2000. 

As stated in School Board Policy AC, Hampton City Schools (“HCS”) does not discriminate on the basis of race, color, religion, national origin, sex, gender, age, disability or other protected class in its programs, activities and employment practices and provides equal access to the Boy Scouts and other designated youth groups.  HCS also prohibits retaliation under School Board Policy GBAH for the purpose of interfering with a person’s rights and/or privileges under federal civil rights laws, which can include: (i) raising concerns with Division personnel about a civil rights violation; (ii) asserting a right or advocating for the rights of a student or employee under federal civil rights laws; or (iii) participating in a complaint investigation or related proceedings. 

All individuals are encouraged to promptly report any incident they believe to be discrimination, harassment or retaliation in violation of HCS School Board Policy.  All reports should be made to the HCS Compliance Officer, who also serves as the HCS Executive Director of Human Resources.  Upon receiving a report of alleged discrimination, harassment or retaliation, the Compliance Officer shall promptly authorize an investigation into the complaint, determine whether the alleged act occurred, and determine whether any action must be taken to end or prevent further harassment, discrimination, or retaliation.  For more information about this process, please review School Board Policy GBAB-R.    

Should you have any questions about these procedures or the contents of this notice, please contact Hampton City Schools Compliance Officer at: One Franklin Street, Hampton, VA  23669 or (757) 727-2300.  



Hampton City Schools (HCS) is committed to making its website accessible for all, including individuals with disabilities, and strives to ensure accessibility currently and as new technologies emerge.  The division welcomes questions and feedback on the site’s accessibility at each development phase.  By clicking on “Contact” at the upper right of the main webpage, all users are able to “Help Resolve a Concern,” “Share a Story,” “Provide Feedback,” and “Ask a Question.”  Additionally, the Contact Us page provides direct email access to HCS Webmaster Vickie Carper,


HCS’s computer systems and networks include all of the computer hardware, operating system software, application software, stored text, data files, electronic mail (email), local databases, externally accessed databases, CD-ROM, optical media, clip art, digital images, digitized information, communications technologies, and new available technologies.

Please note that some pages on the HCS website contain links to third-party sites.  HCS is not responsible for the content, facts, opinions or accessibility of third-party sites.


The majority of pages in our site are available in HTML format that can be deciphered by screen readers. Some documents are in Portable Document Format (PDF), which require Adobe Acrobat Reader to view.

  • To download this free program, visit the Adobe website.
  • To read PDF documents with a screen reader, please link to the Access Adobe website, which provides useful tools and resources.

Also, many popular browsers contain built-in accessibility tools, and there are other plug-ins that make websites more accessible.

The HCS website is designed and monitored by HCS Webmaster Vickie Carper, who serves as the gatekeeper for website content and accessibility.   The Webmaster is under the direction of the Executive Director of Public Relations and Marketing, supervised by the Director of Graphics.
Web visitors using assistive technology who may have trouble accessing information on the website may contact the HCS Webmaster,, the Executive Director of Public Relations and Marketing, and/or the Director of Graphics,

When submitting a question or concern via email, “accessibility” should be included in the subject line.  Every reasonable attempt will be made to address the user’s concern within twenty-four hours.  To assist HCS in responding appropriately, all inquiries should include the following information:

  • A description of the accessibility concern or question;
  • The webpage address of the requested material;
  • The format in which the user prefers to receive the material;
  • The user’s contact information, including preferred method of contact.


HCS monitors all technology resource activity and requires all employees, students and individuals with access to HCS computer systems and networks to annually read and sign an Acceptable Use Policy.  See School Board Policy IIBEA for Students; School Board Policy GBBB for Employees.

Our continuing goal is for the HCS website to be accessible to individuals with disabilities in compliance with the requirements of Section 504 of the Rehabilitation Act of 1973 and that statute's implementing regulations at 34 C.F.R. Part 104, and Title II of the Americans with Disabilities Act of 1990 and that statute's implementing regulations at 28 C.F.R. Part 35.

Good faith efforts are being made to ensure that our website complies with web accessibility standards. In addition to the federal regulations above, we are actively working to conform to level AA of the World Wide Web Consortium (W3C) Web Content Accessibility Guidelines (WCAG) 2.0.
Prior to posting new website content, the HCS Webmaster determines if the proposed content meets the criteria of the World Wide Web Consortium (W3C).  Periodically the HCS Webmaster checks the website with a recognized website checker such as 508 Checker and WAVE.  If the audit identifies issues of concern or content errors that impede accessibility to any user, the concerns/errors are evaluated and remedied within a six-week period.


HCS’s website and computer systems and networks are provided on an “as available” basis.  HCS makes no warranties, expressed or implied, without limitation, regarding the fitness for a particular purpose regarding any service provided by the system and any information contained or software used therein.  The division uses hardware and software provided by third-party technology vendors.  Therefore, the division does not warrant that the functions or services performed by, or that the information or software on the system, will meet the user’s requirements.