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ERIC Number: ED492570
Record Type: Non-Journal
Publication Date: 2006-Jul
Pages: 66
Abstractor: ERIC
Reference Count: 19
Comparing Private Schools and Public Schools Using Hierarchical Linear Modeling. NCES 2006-461
Braun, Henry; Jenkins, Frank; Grigg, Wendy
National Center for Education Statistics
The goal of the study was to examine differences in mean National Assessment of Educational Progress (NAEP) reading and mathematics scores between public and private schools when selected characteristics of students and/or schools were taken into account. Among the student characteristics considered were gender, race/ethnicity, disability status, and identification as an English language learner. Among the school characteristics considered were school size and location, and composition of the student body and of the teaching staff. In particular, if the student populations enrolled in the two types of schools differed systematically with respect to background characteristics related to achievement, then those differences would be confounded with straightforward comparisons between school types. The following are appended: (1) Overview of Procedures; and (2) Homogeneity of Variance Assumption in the HLM Analysis. (Contains 26 tables and 13 figures.) [The work upon which this publication is based was performed for the National Center for Education Statistics by Educational Testing Service, the NAEP Education Statistics Services Institute, Pearson Educational Measurement, and Westat.]
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.; Educational Testing Service, Princeton, NJ.
IES Funded: Yes