ERIC Number: EJ1089973
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1934-5747
EISSN: N/A
Generating Hypotheses and Upper-Bound Effect Sizes Using a Large Number of School Characteristics and Student Outcomes
Long, Mark C.
Journal of Research on Educational Effectiveness, v9 n1 p128-147 2016
Using a "naïve" specification, this paper estimates the relationship between 36 high school characteristics and 24 student outcomes controlling for students' pre-high school characteristics. The goal of this exploration is not to generate casual estimates, but rather to: (a) compare the size of the relationships to determine which inputs seem most promising and to identify which student outcomes appear most susceptible to being affected; (b) obtain likely upper-bound effect sizes that are useful information for power analyses used to establish minimum sample sizes for more robust designs capable of revealing causal impacts; and (c) illustrate how small effects over many outcomes (which are cumulatively important) can be easily missed. I find that most of the 36 inputs appear to have affected more outcomes than one would expect by chance, but that the apparent effects were generally small. Further, I find a higher frequency of large and significant apparent effects on educational achievement and attainment outcomes than labor market and other outcomes for young adults.
Descriptors: Hypothesis Testing, Effect Size, High School Students, Student Characteristics, Outcomes of Education, Academic Achievement, Statistical Analysis, Input Output Analysis, Sample Size, Robustness (Statistics), Error of Measurement, Educational Research, Hierarchical Linear Modeling, Longitudinal Studies, Grade 8, Grade 10, Grade 12
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 8; Junior High Schools; Middle Schools; Elementary Education; Grade 10; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A