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A testing mess: one chart, four numbers, four colors, three titles, wrong units, wrong lengths, wrong data

Twitterstan wanted to vote the following infographic off the island:

Tes_Alevelsresults

(The publisher's website is here but I can't find a direct link to this graphic.)

The mishap is particularly galling given the controversy swirling around this year's A-Level results in the U.K. For U.S. readers, you can think of A-Levels as SAT Subject Tests, which in the U.K. are required of all university applicants, and represent the most important, if not the sole, determinant of admissions decisions. Please see the upcoming post on my book blog for coverage of the brouhaha surrounding the statistical adjustments (to be posted sometime this week, it's here.).

The first issue you may notice about the chart is that the bar lengths have no relationship with the numbers printed on them. Here is a scatter plot correlating the bar lengths and the data.

Junkcharts_redo_tes_alevels_scatter


As you can see, nothing.

Then, you may wonder what the numbers mean. The annotation at the bottom right says "Average number of A level qualifications per student". Wow, the British (in this case, English) education system is a genius factory - with the average student mastering close to three thousand subjects in secondary (high) school!

TES is the cool name for what used to be the Times Educational Supplement. I traced the data back to Ofqual, which is the British regulator for these examinations. This is the Ofqual version of the above chart:

Ofqual_threeAstar

The data match. You may see that the header of the data table reads "Number of students in England getting 3 x A*". This is a completely different metric than number of qualifications - in fact, this metric measures geniuses. "A*" is the U.K. equivalent of "A+". When I studied under the British system, there was no such grade. I guess grade inflation is happening all over the world. What used to be A is now A+, and what used to be B is now A. Scoring three A*s is tops - I wonder if this should say 3 or more because I recall that you can take as many subjects as you desire but most students max out at three (may have been four).

The number of students attaining the highest achievement has increased in the last two years compared to the two years before. We can't interpret these data unless we know if the number of students also grew at similar rates.

The units are students while the units we expect from the TES graphic should be subjects. The cutoff for the data defines top students while the TES graphic should connote minimum qualification, i.e. a passing grade.

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Now, the next section of the Ofqual infographic resolves the mystery. Here is the chart:

Ofqual_Alevelquals

This dataset has the right units and measurement. There is almost no meaningful shift in the last four years. The average number of qualifications per student is only different at the second decimal place. Replacing the original data with this set removes the confusion.

Junkcharts_redo_tes_alevels_correctdata

While I was re-making this chart, I also cleaned out the headers and sub-headers. This is an example of software hegemony: the designer wouldn't have repeated the same information three times on a chart with four numbers if s/he wasn't prompted by software defaults.

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The corrected chart violates one of the conventions I described in my tutorial for DataJournalism.com: color difference should reflect data difference.

In the following side-by-side comparison, you see that the use of multiple colors on the left chart signals different data - note especially the top and bottom bars which carry the same number, but our expectation is frustrated.

Junkcharts_redo_tes_alevels_sidebyside

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[P.S. 8/25/2020. Dan V. pointed out another problem with these bar charts: the bars were truncated so that the bar lengths are not proportional to the data. The corrected chart is shown on the right below:

Junkcharts_redo_tes_alevels_barlengths

8/26/2020: added link to the related post on my book blog.]


Deaths as percent neither of cases nor of population. Deaths as percent of normal.

Yesterday, I posted a note about excess deaths on the book blog (link). The post was inspired by a nice data visualization by the New York Times (link). This is a great example of data journalism.

Nyt_excessdeaths_south

Excess deaths is a superior metric for measuring the effect of Covid-19 on public health. It's better than deaths as percent of cases. Also better than percent of the population.What excess deaths measure is deaths as a percent of normal. Normal is usually defined as the average deaths in the respective week in years past.

The red areas indicate how far the deaths in the Southern states are above normal. The highest peak, registered in Texas in late July, is 60 percent above the normal level.

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The best way to appreciate the effort that went into this graphic is to imagine receiving the outputs from the model that computes excess deaths. A three-column spreadsheet with columns "state", "week number" and "estimated excess deaths".

The first issue is unequal population sizes. More populous states of course have higher death tolls. Transforming death tolls to an index pegged to the normal level solves this problem. To produce this index, we divide actual deaths by the normal level of deaths. So the spreadsheet must be augmented by two additional columns, showing the historical average deaths and actual deaths for each state for each week. Then, the excess death index can be computed.

The journalist builds a story around the migration of the coronavirus between different regions as it rages across different states  during different weeks. To this end, the designer first divides the dataset into four regions (South, West, Midwest and Northeast). Within each region, the states must be ordered. For each state, the week of peak excess deaths is identified, and the peak index is used to sort the states.

The graphic utilizes a small-multiples framework. Time occupies the horizontal axis, by convention. The vertical axis is compressed so that the states are not too distant. For the same reason, the component graphs are allowed to overlap vertically. The benefit of the tight arrangement is clearer for the Northeast as those peaks are particularly tall. The space-saving appearance reminds me of sparklines, championed by Ed Tufte.

There is one small tricky problem. In most of June, Texas suffered at least 50 percent more deaths than normal. The severity of this excess death toll is shortchanged by the low vertical height of each component graph. What forced such congestion is probably the data from the Northeast. For example, New York City:

Nyt_excessdeaths_northeast3

 

New York City's death toll was almost 8 times the normal level at the start of the epidemic in the U.S. If the same vertical scale is maintained across the four regions, then the Northeastern states dwarf all else.

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One key takeaway from the graphic for the Southern states is the persistence of the red areas. In each state, for almost every week of the entire pandemic period, actual deaths have exceeded the normal level. This is strong indication that the coronavirus is not under control.

In fact, I'd like to see a second set of plots showing the cumulative excess deaths since March. The weekly graphic is better for identifying the ebb and flow while the cumulative graphic takes measure of the total impact of Covid-19.

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The above description leaves out a huge chunk of work related to computing excess deaths. I assumed the designer receives these estimates from a data scientist. See the related post in which I explain how excess deaths are estimated from statistical models.

 


Ask how you can give

A reader and colleague Georgette A was frustrated with the following graphic that appeared in the otherwise commendable article in National Geographic (link). The NatGeo article provides a history lesson on past pandemics that killed millions.

Natgeo_pandemichistory

What does the design want to convey to readers?

Our attention is drawn to the larger objects, the red triangle on the left or the green triangle on the right. Regarding the red triangle, we learn that the base is the duration of the pandemic while the height of the black bar represents the total deaths.

An immediate curiosity is why a green triangle is lodged in the middle of the red triangle. Answering this question requires figuring out the horizontal layout. Where we expect axis labels we find an unexpected series of numbers (0, 16, 48, 5, 2, 4, ...). These are durations that measure the widths of the triangular bases.

To solve this puzzle, imagine the chart with the triangles removed, leaving just the black columns. Now replace the durations with index numbers, 1 to 13, corresponding to the time order of the ending years of these epidemics. In other words, there is a time axis hidden behind the chart. [As Ken reminded me on Twitter, I forgot to mention that details of each pandemic are revealed by hovering over each triangle.]

This explains why the green triangle (Antonine Plague) is sitting inside the large red triangle (Plague of Justinian). The latter's duration is 3 times that of the former, and the Antonine Plague ended before the Plague of Justinian. In fact, the Antonine occurred during 165-180 while the Justinian happened during 541-588. The overlap is an invention of the design. To receive what the design gives, we have to think of time as a sequence, not of dates.

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Now, compare the first and second red triangles. Their black columns both encode 50 million deaths. The Justinian Plague however was spread out over 48 years while the Black Death lasted just 5 years. This suggests that the Black Death was more fearsome than the Justinian Plague. And yet, the graphic presents the opposite imagery.

This is a pretty tough dataset to visualize. Here is a side-by-side bar chart that lets readers first compare deaths, and then compare durations.

Redo_natgeo_pandemichistory

In the meantime, I highly recommend the NatGeo article.


How many details to include in a chart

This graphic by Bloomberg provides the context for understanding the severity of the Atlantic storm season. (link)

Bloomberg_2020storms_vertical

At this point of the season, 2020 appears to be one of the most severe in history.

I was momentarily fascinated by a feature of modern browser-based data visualization: the death of the aspect ratio. When the browser window is stretched sufficiently wide, the chart above is transformed to this look:

Bloomberg_2020storms_horizontal

The chart designer has lost control of the aspect ratio.

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This Bloomberg chart is an example of the spaghetti-style plots that convey variability by displaying individual units of data (here, storm years). The envelope of the growth curves gives the range of historical counts while the density of curves roughly offers some sense of the most likely counts at different points of the season.

But these spaghetti-style plots are not precise at conveying the variability because the density is hard to gauge. That's where aggregating the individual units helps.

The following chart does not show individual storm years. It shows the counts for the median season at selected points in time, and also a band of variability (for example, you'd include say 90 or 95% of the seasons).

Redo_bloomberg_2020storms

I don't have the raw data so the aggregating is done by eyeballing the spaghetti.

I prefer this presentation even though it does not plot every single data point one has in the dataset.