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ERIC Number: ED558459
Record Type: Non-Journal
Publication Date: 2013-May
Pages: 44
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: N/A
Measurement Error in Multilevel Models of School and Classroom Environments: Implications for Reliability, Precision, and Prediction. CRESST Report 828
Schweig, Jonathan
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Measuring school and classroom environments has become central in a nation-wide effort to develop comprehensive programs that measure teacher quality and teacher effectiveness. Formulating successful programs necessitates accurate and reliable methods for measuring these environmental variables. This paper uses a generalizability theory framework to compare and contrast four widely used approaches for accounting for measurement error in school and classroom level variables. Then, this paper uses two empirical examples to demonstrate how each of these approaches lead to different conclusions about measurement precision, and influences the conclusions about relationships between the environmental variables and policy-relevant outcomes. Additionally, this paper shows how one widely used model may misrepresent the structure of the data in many survey administration scenarios. The following are appended: (1) A: provides detail on the models used to estimate variance components and syntax for estimating these models in MPlus and in the nlme package in R; (2) B: provides syntax (R and MPlus) for estimating contextual effects models for Designs A, B, and C; (3) C: provides detail on the Expected Mean Squares (EMS) basis for the variance components in Designs B, C, and E; and (4) D: provides detail on the equivalence of the group-mean reliabilities for Design B and Design E.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Bill and Melinda Gates Foundation; Institute of Education Sciences (ED)
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing
Identifiers - Location: California; North Carolina
IES Funded: Yes
Grant or Contract Numbers: 52306; R305B080016