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ERIC Number: ED430029
Record Type: Non-Journal
Publication Date: 1999-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
School Effect Indices: Stability of One- and Two-Level Formulations.
Yen, Shu-Jing; Schafer, William D.; Rahman, Taslima
This study evaluated the comparative stability and agreement of three approaches to calculating school effects given both student-level and school-level data. The approaches were hierarchical linear modeling (HLM), ordinary least squares (OLS), and weighted least squares (WLS). Analyses were conducted using data from the 1998 Maryland School Performance Assessment Program for 23,461 third graders and 21,226 fifth graders. A two-level model was used for computing HLM school effects with four student-level predictors used to predict achievement in level one, and the school size used in level two to predict the level-1 intercept. The dependent achievement measure in OLS and WLS analyses was the average student score across the six content areas of the assessment. In OLS five variables were used as predictors, at the school level only, and in WLS the same strategy was used except that the sampling variance of the dependent variable was estimated for each school and used as the weighting variable. For OLS and WLS studentized residuals were used as the school effects measure. Results of the analyses indicate that, from a practical perspective, and all other considerations being equal, the HLM approach should be used for school effects measures on the basis of stability. The use of either of the school-level models appears to be viable in the event that only school-level data are available. Reasons for the greater stability of the HLM approach are discussed. (Contains 5 tables and 10 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A