Junk Charts

Lining them up

Consider this simple and effective display accompanying the NYT article titled "Recession Drives Women Back to the Work Force".  This is somewhat surprising because jobs are harder to come by during a recession. 

The journalist also told us that the interpretation of this data is controversial among economists.  The trend seemed to have been a decline in participation till 2004 and then a rise since then for 25-to-34-year-old women.  If there were an up-trend, it appeared before the start of this recession.  And participation rate dropped after the 2001 recession.  So much is still under study.

The use of small multiples is a good idea, and the color coordination between the two charts is well thought out.  A minor miss is the vertical scale: for any small multiples chart, one should always use the same scale.  In this case, using the same scale will allow readers to compare the levels of participation between men and women.

The following chart plots a related data set, focusing on the difference between men and women, among those married.  As before, the participation rates are of very different levels.  The male rate has steadily declined in recent decades while the female rate rose from the 30s in the 60s to about 70% in the 90s. 

Reference: "Recession Drives Women Back to the Work Force", New York Times, September 19, 2009; Bureau of Labor Statistics.

Serving donuts

David Leonhardt's article on the graduation rates of public universities caught my attention for both graphical and statistical reasons.

David gave a partial review of a new book "Crossing The Finish Line", focusing on their conclusion that public universities must improve their 4-year graduation rates in order for education in the U.S. to achieve progress.  This conclusion was arrived at through statistical analysis of detailed longitudinal data (collected since 1999).

This chart is used to illustrate this conclusion.  We will come to the graphical offering later but first I want to fill in some details omitted from David's article by walking through how a statistician would look at this matter, what it means by "controlling for" something.

The question at hand is whether public universities, especially less selective ones, have "caused" students to lag behind in graduation rate.  A first-order analysis would immediately find that the overall graduation rate at less selective public universities to be lower, about 20% lower, than at more selective public universities.  

A doubter appears, and suggests that less selective schools are saddled with lower-ability students, and that would be the "cause" of lower graduation rates, as opposed to anything the schools actually do to students.  Not so fast, the statistician now disaggregates the data and look at the graduation rates within subgroups of students with comparable ability (in this instance, the researchers used GPA and SAT scores as indicators of ability).  This is known as "controlling for the ability level".  The data now shows that at every ability level, the same gap of about 20% exists: about 20% fewer students graduate at the less selective colleges than at the more selective ones.  This eliminates the mix of abilities as a viable "cause" of lower graduation rates.

The researchers now conclude that conditions of the schools (I think they blame the administrators) "caused" the lower graduation rates.  Note, however, that this does not preclude factors other than mix of abilities and school conditions from being the real "cause" of lower graduation rates.  But as far as this analysis goes, it sounds pretty convincing to me.

That is, if I ignore the fact that graduation rates are really artifacts of how much the administrators want to graduate students.  As the book review article pointed out, at the less selective colleges, they may want to reduce graduation rates in order to save money since juniors and seniors are more expensive to support due to smaller class sizes and so on.  On the other hand, the most selective colleges have an incentive to maintain a near-perfect graduation rates since the US News and other organizations typically use this metric in their rankings -- if you were the administrator, what would you do?  (You didn't hear it from here.)

Back to the chart, or shall we say the delivery of 16 donuts?

First, it fails the self-sufficiency principle.  If we remove the graphical bits, nothing much is lost from the chart.  Both are equally impenetrable.

A far better alternative is shown below, using a type of profile chart.

Finally, I must mention that in this particular case, there is no need to draw all four lines.  Since the finding of a 20% gap essentially holds for all subgroups, no information is lost by collapsing the subgroups and reporting the average line instead (with a note explaining that the same effect affected every subgroup).  

By the way, that is the difference between the statistical grapher - who is always looking to simplify the data - and the information grapher - who is aiming for fidelity. 

Reference: "Colleges are lagging in graduation rates", New York Times, Sept 9, 2009; "Book review: (Not) Crossing the Finish Line", Inside Higher Education, Sept 9 2009.

Degrees of likeness 2

We left off the other day with an interactive graphic with the ability to peer into subgroups.  This feature assumes implicitly that the overall average obscures differences within subgroups.  What statisticians do with this type of data is to compare the subgroups, and identify the factors that make someone different from the average.

For example, there is a clear distinction between the employed and the unemployed in how they spend the day (not surprising).

This happens to be what NYT printed in the paper edition that day.  (Note, though, that the graphic loses quite a bit without the interactivity.)

On the other hand, there appears to be little differentiation between men and women.

Nor is there much difference between blacks and whites.

One factor that matters is age.  Older people are not exactly like the young.  A lot of these factors (for example, age and employment status) are correlated, by the way.

I showed all these in order to talk about the statistical concept of "aggregation".  We noted that the distribution of time use of the employed is different from that of the unemployed.  Thus, we cannot use the "average" distribution to describe both groups, and so we show the data in disaggregated form.  Similarly for time use and age.  

But there is not much gain in disaggregating race and gender: the "average" is representative of the subgroups for these two factors.  This is one distinction I see between information graphics and statistical graphics: the former typically shows all possible subgroups while in the latter, the designer zooms in on the factors that matter.

Degrees of likeness 1

The NYT team just put up a fantastic visualization of the American Time Use Survey data, which purports to measure how the average American spends the time of a day.  (Apparently, thousands of people recalled what they did every minute of an average day.)  The amount of data collected is massive, and this graphic allows readers to explore the data in intuitive ways.

The chart shows for each minute of the day (horizontal axis) the proportion of people doing specific activities.  Not surprisingly, we spend more time sleeping than any other type of activity.  The axis and data labeling as well as gridlines are very restrained.

Normally, I am not a big fan of these proportional area charts because the only relevant dimension to look at is the vertical distance from one curve to the next but the focus on areas put equal weight on the horizontal and vertical distances.   The horizontal distance is meaningless, and thus the area is meaningless.

These designers found a solution to the problem, and good for them!  Because of the mouse-over effect, I could not save the actual appearance -- here, I show what it looks like.

By mousing over different parts of the graph (say, moving vertically), we can compare the actual proportions.  Terrific!

The key interest of this graphic is the following legend.

While the above graphic shows the use of time by all Americans in aggregate, this panel allows us to zoom in on specific groups of Americans.  How alike are Americans?

Reference: "How Different Groups Spend Their Day", New York Times, July 31 2009.

 

Visual analogies

Many a startling faux pas in graphics start with the desire to utilize visual analogies: the recent shopping mall chart is a good example.  There is something inviting about making a chart about shopping malls look like a shopping mall, or a chart about breakfast foods look like a donut, and so on.

The New York Times (or maybe OECD) makes a chart about economic cycles look like, you guess it, cycles.  Don't really have too much to say about this one - except these two points:

• Much of the validity of the chart depends on the theory behind it.  Do the two variables being tracked (amount produced relative to trend; change in production in last 6 months) capture everything?
• The focus on generating cycles visually left out one of the most important dimension - that of time scale.   For this chart to work, we would like to know not just where we are in the cycle but how much time we'd spend at each point in the cycle.  The interactive charts (graphs 4, 5, 6, 7) show us that the cycles are traversed not at constant speed.  A proper rendering of this data needs to play up the time scale.

If you have ideas of how to improve this, feel free to comment.

Reference: "Turning a corner?", New York Times, July 2 2009.  

Round up

Here are some interesting reading from other places:

Tag clouds have caught on since we approved them a while ago.  One interesting use was at the Life Vicarious blog.  They use it to compare the inclinations of three New York-based restaurant reviewers.  What they should have done is to remove irrelevant words like  "one", "also", "many", "make"/"made", etc.  In statistics, this is called removing "noise" which helps bring out the "signal".

Andrew Gelman discussed the NYT article that reported the finding of unexpected male bias in the children of Asian American families.  He can be counted on to make useful comments on any accompanying graphics.  He rightly pointed out that this is one example of not starting at zero: the relevant baseline is 100 since the metric is essentially the over-age of males relative to females.  I also agree that a line chart with a longer time series plotting percentages rather than over-age would work better.

The racetrack chart made an appearance at Flowing Data.  This one is even more busy and just as impossible to decipher.

The case of the shrinking mall

I had a similar reaction when reading this chart but I will let our reader take center stage.

Top portion

Bottom portion

The back of today's New York Times' Week in Review section devotes half of its space to a lame infographic that wastes space and has a major error (which has been corrected lazily in the version now online at http://www.nytimes.com/interactive/2008/10/14/opinion/20090531_OPCHART.html ) The chart shows the recent decline (or in some cases, rise) of retail sales at 27 common mall chains. My main objection is that the top half of the chart is useless. Yes, it provides a baseline from which shrinkage in area (visual metaphor of income = floor space) in the bottom half can represent the relative declines in sales, but this is redundantly handled better by color. The only part of the chart that I got any information from was the bottom half, and it took me a while before I figured out why the top half was even there. Meanwhile, the error in the printed version is that the +5-10% stores were colored light green while the +0-5% store (Burger King) was colored dark green. It should have been vice-versa. The online version simply swapped the colors in the legend, rather than on the map itself, which works logically but begs the question: why do you have dark red at one end of the spectrum and light green at the other, with dark green in the middle? Thank you for listening-- just blowing off a little steam here. It's a lot of wasted space and I'll bet the New York Times paid a lot for it.

Reference: "Op-Chart: The Fall of the Mall", New York Times. (Ed: I am not sure why the date is given as October 2008.)

Spinning multi-color

New York Times has a great pointer to the Global Warming Art website.  The author Robert Rohde wants to popularize environmental science by visualization of the data.  There are many interesting charts and well worth repeated visits.

These pie charts cry out for some re-dressing:

The pie charts, the colors, the whole works.  Most troubling is that each pie has its own sorting scheme, and because the text labels were not reproduced in the smaller pies, the reader is sent scrambling around to find the right labels.

In addition, these pie charts, as with almost every other pie chart, fail the self-sufficiency test.  Without all the data printed next to each sector, the reader is simply unable to judge the size of each sector.

Further, the aggregate data (larger pie) may not be as relevant after realizing that the smaller pies show very different patterns.  The following junkart version tries to bring out this fact by treating both dimensions (type of greenhouse gas; source of emission) equitably.

While I picked on this particular chart, I must say I support Robert's effort and wish him luck in this very well-intentioned project.

Inspired by Tetris

What should we call this one?  A Tetris chart, perhaps.

In particular, pay attention to the rightmost three pieces: while the shapes look completely different, the actual proportions ranged from 6 to 8 percent.

The Tetris chart fails our self-sufficiency test. The only way to read it is to read the data labels.

Since the proportions add up to 100 percent, this multiple-choice question appears to allow only one answer, even though, as the text said, there were two acceptable answers!  It would be useful to label those two choices separately.  We'd also want to see how the question was phrased.

Seen differently, the Tetris chart is a 4x25 matrix with each cell representing one hundredth of the respondents.

Reference: "Name, Please?  High School Seniors Mostly Don't Know", New York Times, April 19 2009.

Some things never fall

It's New York City.  House prices do not fall.  Enjoy the graphic!

Click here for the interactive version

Reference: "For Housing Crisis, the End Probably Isn't Near", New York Times, April 21 2009.

PS. Memo to grammar teachers: When did they start using contractions in titles?