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ERIC Number: EJ1089973
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1934-5747
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.
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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