Technical Brief on the 1999 Statistical Model
Endnote
The current RI model is by no means a finished product. In fact, the research team welcomes the advice and suggestions of other researchers or those community members with a bent toward statistically thinking as we seek to improve this model for next year.
Footnotes
1 Cf. Daniel Koretz, "Indicators of educational achievement," In Indicators of Children's Well-Being, Eds. Robert M. Hauser, Brett V. Brown, William R. Prosser. New York: Russell Sage Foundation, 1997, pp. 208-234; Stephen P. Klein et al., "Gender and racial/ethnic differences on performance assessments in science," Educational Evaluation and Policy Analysis, 19(2): 83-98, 1997; Bonnie L. Halpern-Felsher et al., "Neighborhood and family factors predicting educational risk and attainment in African American and white children and adolescents," in Neighborhood Poverty: Context and Consequences for Children, Eds. Jeanne Brooks-Gunn, Greg J. Duncan, J. Lawrence Aber. New York: Russell Sage Foundation, 1997, Volume 1, pp. 146-173; Jeanne-Brooks Gunn, Greg J. Duncan, "The effects of poverty on children," Children and Poverty, 7(2): 55-71, 1997.
2 David Kaplan, Pamela R. Elliott, "A model-based approach to validating education indicators using multilevel structural equation modeling," Journal of Educational and Behavioral Statistics, 22(3): 323-347, 1997; Garrett K. Mandeville, "The South Carolina experience with incentives," In Midwest Approaches to School Reform, Eds. Thomas A. Downes, William A. Testa. Chicago: Federal Reserve Bank of Chicago, 1994, pp. 69-91; Robert D. Felner et al., "The impact of school reform for the middle years: Longitudinal study of a network engaged in Turning Points-based comprehensive school transformation," Phi Delta Kappan, 78(7): 528-532, 541-550, 1997; Stephen W. Raudenbush, Randall P. Fotiu, Yuk Fai Cheong, "Inequality of access to educational resources: A national report card for eighth-grade math," Educational Evaluation and Policy Analysis, 20(4): 253-267, 1998; G. Alfred Hess, Jr., "Understanding achievement (and other) changes under Chicago school reform," Educational Evaluation and Policy Analysis, 21(1): 67-84, 1999.
3 J. Douglas Willms, Monitoring School Performance: A Guide for Educators. Philadelphia: Falmer Press, 1992; Centre for Educational Research and Innovation, Measuring the Quality of Schools. Paris, France: Organization for Economic Co-operation and Development, 1995; Centre for Educational Research and Innovation, Measuring What Students Learn. Paris, France: Organization for Economic Co-operation and Development, 1995; Sandra Black, "Measuring the value of better schools," Economic Policy Review, 4(1): 87-94, 1998; Lascelles Anderson, Herbert J. Walberg, Thomas Weinstein, "Efficiency and effectiveness analysis of Chicago public elementary schools: 1989, 1991, 1993," Educational Administration Quarterly, 34(4): 484-504, 1998.
4 Reproduced from Statistics: The Easy Way, Douglas Downing, Jeffrey Clark, Barron's Educational Series Inc., Hauppauge, NY, 1997, p. 256.
5 Reproduced from Statistics: The Easy Way, Douglas Downing, Jeffrey Clark, Barron's Educational Series Inc., Hauppauge, NY, 1997, p. 259.
6 For further information consult George A. Marcoulides, Scott L. Hershberger, Multivariate Statistical Methods: A First Course. Mahwah, NJ: Lawrence Erlbaum Associates, 1997; J. Scott Long, Regression Models for Categorical and Limited Dependent Variables, Thousand Oaks, CA: SAGE Publications, 1997; and one of the classics in the field, Jacob Cohen, Patricia Cohen, Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences. Hillsdale, NJ: Lawrence Erlbaum Associates, 2nd ed., 1983. A good general discussion of modeling is David W. Britt, A Conceptual Introduction to Modeling: Qualitative and Quantitative Perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, 1997.
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