One year at Arizona State University, the algebra course director
decided to experiment with a new teaching method that might reduce
variability in final-exam scores by eliminating lower scores. The
director randomly divided the algebra students who were registered
for class at 9:40 A.M. into two groups. One of the groups, called
the control group, was taught the usual algebra course; the other
group, called the experimental group, was taught by the new teaching
method. Both classes covered the same material, took the same unit
quizzes, and took the same final exam at the same time. The final-exam
scores (out of 40 possible) for the students in the control group
are provided in the control dataset.