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AEA 2013 #548: When People Move: Using Cross-Classified and Multiple Membership Growth Curve Modeling in Non-Hierarchical Multilevel Data Structures

The importance of using appropriate modeling strategies in these situations has been demonstrated in the research literature (Grady & Beretvas, 2010; Luo & Kwok, 2012). This demonstration explains the concepts of multiple membership and cross-classification and demonstrates the use of a multilevel modeling software package (MLwiN) to account for these data structures in analyzing repeated measures data. Some familiarity with multi-level modeling is assumed

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Focus Search - T Yr id Rdg FS1 FS2 FS 1 wt FS 2 wt SubSch1 SubSch2 SubSch3 SS1wt SS2wt SS3wt 4 3 1 1.04 25 0 1 0 25 20 0 .5 .5 0 7 6 1 1.04 25 0 1 0 25 20 0 .5 .5 0 2 1 2 0.80 15 0 1 0 15 20 0 .5 .5 0 7 6 2 1.84 15 0 1 0 15 20 0 .5 .5 0 4 3 81 1.84 68 153 .33 .33 68 65 62 .33 .33 .33 6 5 81 0.28 68 153 .33 .33 68 65 62 .33 .33 .33 7 6 81 0.25 68 153 .33 .33 68 65 62 .33 .33 .33 Using MLwiN to model student growth with mobility Growth Models or Repeated Measures Setting Up Models in MLwiN Sort by: First_Sch_1 Subsequent_Sch_1 Student Time Setting Up Models in MLwiN Run “naïve” model using hierarchical nesting: First_Sch_1 (Level 4) Subsequent_Sch_1 (Level 3) Student (Level 2) Time (Level 1) This gives starting values for actual modeling using Monte Carlo Setting Up Naïve Model Add Year for Growth Model Set Intercept Random at Levels 2 & 4 Set Year Random at All Levels Run Naïve Model Not for interpreting!





Library Entry
Eval 2013 Session 29 - An Evaluation of Teach For America in Texas Schools: Findings, Issues and Challenges

The purpose of this evaluation was to estimate the effect of TFA corps members and TFA alumni on Texas student mathematics and reading scores as measured by the Texas Assessment of Knowledge and Skills (TAKS) exam in Texas in the 2010-11 school year. Using propensity score matching to create...

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Focus Search - Confirmatory model results for TFA corps members .......................................................... 100 Table D-2. Confirmatory model results for TFA alumni ....................................................................... 102 Table E-1