Tag Archive | Surveys

Reducing energy and water use in low income communities in Detroit and improving health

20190725_175459At least that’s what we hope happens. Yesterday, I had the opportunity to join the Detroit Communities Reducing Energy and Water (use) project, focusing on Parkside, a subsidized housing community in Detroit, MI.

The project aims to help residents make changes to the electrical and plumbing infrastructure of their homes to reduce the energy costs. Residents in poor communities often live in housing that has old, inefficient and sometimes faulty electrical wiring, kitchen appliances and aging or damaged pipes, showers and toilets.

20190725_180202The University of Michigan School of Public Health has a community based participatory research project with the residents of Parkside, the Friends of Parkside, a local advocacy group.

We administered a survey on energy, housing conditions and health to about twenty residents who came to the event. Following the consumption of copious amounts of pizza, the goals of the study were explained to everyone in a group meeting and consent was obtained.

They then moved to another room and took the survey. Many of the residents were elderly, mostly women. All had interesting stories to tell about broken air conditioners, unresponsive maintenance crews, family, friends, kids…. everything you find in these kinds of surveys.

20190725_192342After they were done, they all got some ca$h and were provided with a temperature monitor so that we can better understand what they are experiencing in their homes during these hot summer months. We will then conduct a follow up survey to assess the impact of a home based educational program on energy use and health.

It had been a long time since I was involved in community and I was grateful to be a part of. Some people don’t like this kind of work, I really don’t understand what’s not to like about hanging out with survey respondents who feel invested in the project and their communities.

Does sampling design impact socio-economic classification?

DSC_2057Doing research in developing countries is not easy. However, with a bit of care and planning, one can do quality work which can have an impact on how much we know about the public health in poor countries and provide quality data where data is sadly scarce.

The root of a survey, however, is sampling. A good sample does its best to successfully represent a population of interest and can at least qualify all of the ways in which it does not. A bad sample either 1) does not represent the population (bias) and no way to account for it or 2) has no idea what it represents.

Without being a hater, my least favorite study design is the “school based survey.” Researchers like this design for a number of reasons.

First, it is logistically simple to conduct. If one is interested in kids, it helps to have a large number of them in one place. Visiting households individually is time consuming, expensive and one only has a small window of opportunity to catch kids at home since they are probably at school!

Second, since the time required to conduct a school based survey is short, researchers aren’t required to make extensive time commitments in developing countries. They can simply helicopter in for a couple of days and run away to the safety of wherever. Also, there is no need to manage large teams of survey workers over the long term. Data can be collected within a few days under the supervision of foreign researchers.

Third, school based surveys don’t require teams to lug around large diagnostic or sampling supplies (e.g. coolers for serum samples).

However, from a sampling perspective, assuming that one wishes to say something about the greater community, the “school based survey” is a TERRIBLE design.

The biases should be obvious. Schools tend to concentrate students which are similar to one another. Students are of similar socio-economic backgrounds, ethnicity or religion. Given the fee based structure of most schools in most African countries, sampling from schools will necessarily exclude the absolute poorest of the poor. Moreover, if one does not go out of the way to select more privileged private schools, one will exclude the wealthy, an important control if one wants to draw conclusions about socio-economic status and health.

Further, schools based surveys are terrible for studies of health since the sickest kids won’t attend school. School based surveys are biased in favor of healthy children.

So, after this long intro (assuming anyone has read this far) how does this work in practice?

I have a full dataset of socio-econonomic indicators for approximately 17,000 households in an area of western Kenya. We collect information on basic household assets such as possession of TVs, cars, radios and type of house construction (a la DHS). I boiled these down into a single continuous measure, where each households gets a wealth “score” so that we can compare one or more households to others in the community ( a la Filmer & Pritchett).

Distributions We also have a data set of school based samples from a malaria survey which comprises ~800 primary school kids. I compared the SES scores for the school based survey to the entire data set to see if the distribution of wealth for the school based sample compared with the distribution of wealth for the entire community. If they are the same, we have no problems of socio-economic bias.

We can see, however, from the above plot that the distributions differ. The distribution of SES scores for the school based survey is far more bottom heavy than that of the great community; the school based survey excludes wealthier households. The mean wealth score for the school based survey is well under that of the community as a whole (-.025 vs. -.004, t=-19.32, p<.0001).

Just from this, we can see that the school based survey is likely NOT representative of the community and that the school based sample is far more homogeneous than the community from which the kids are drawn.

Researchers find working with continuous measure of SES unwieldy and difficult to present. To solve this problem, they will often place households into socio-economic "classes" by dividing the data set up into . quantiles. These will represent households which range from "ultra poor" to "wealthy." A problem with samples is that these classifications may not be the same over the range of samples, and only some of them will accurately reflect the true population level classification.

In this case, when looking at a table of how these classes correspond to one another, we find the following:

Misclassification of households in school based sample

Assuming that these SES “classes” are at all meaningful (another discussion) We can see that for all but the wealthiest households more than 80% of households have been misclassified! Further, due to the sensitivity of the method (multiple correspondence analysis) used to create the composite, 17 of households classified as “ultra poor” in the full survey have suddenly become “wealthy.”

Now, whether these misclassifications impact the results of the study remains to be seen. It may be that they do not. It also may be the case that investigators may not be interested in drawing conclusions about the community and may only want to say something about children who attend particular types of schools (though this distinction is often vague in practice). Regardless, sampling matters. A properly designed survey can improve data quality vastly.

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