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ERIC Number: ED128746
Record Type: RIE
Publication Date: 1976-Apr
Pages: 48
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Simultaneous Equations Models of the Educational Process for High and Low Achievers. Fels Center of Government Discussion Paper No. 89.
Boardman, Anthony E.; Phillips, Barbara R.
Separate simultaneous equations models for the educational process for high and low achievers are estimated with two stage least squares for a sample of the 12th grade Coleman data. The nine observed endogenous variables concern cognitive, non-cognitive, and attitudinal factors. The 48 exogenous variables concern demographic, home, peer, teacher, and school effects. Bias resulting from splitting the sample on the basis of the dependent variable is discussed. The results are compared to those for the full sample and the reduced form models to distinguish findings that may arise from this bias. The results suggest that the educational process is similar for the two groups, but that the relationships among some of the endogenous variables and the effects of some exogenous variables are different. In particular, sense of control over the environment affects the achievement of low achievers but not that of high, while self-esteem affects the achievement of high achievers but not of low. Several school and teacher characteristics affect the achievement of high and low achievers differently, suggesting that school resources could be re-distributed to increase achievement. However, the results also suggest that such policies would have detrimental effects on other outcomes for students. (Author)
The School of Public and Urban Policy, University of Pennsylvania, 39th and Walnut Streets, Philadelphia, Pennsylvania 19174
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; Ford Foundation, New York, NY.
Authoring Institution: Pennsylvania Univ., Philadelphia. Government Studies Center.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, California, April 19-23, 1976); For related documents, see ED 117120 and ED 097404