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Table of Contents | Search Technical Documentation | References
NAEP Weighting Procedures → Weighting Procedures for the 2000 State Assessment → Characteristics of Nonresponding Schools and Students → Characteristics of Schools Related to Response → Results of the Logistic Regression Analysis of School Nonresponse, Grade 4 Mathematics State Assessment: By Jurisdiction, 2000
| State | School participation rate after substitution (percent) | Percent of population covered by model (percent) | Model with all variables | Significant variables | Test: Yij's=0 | ||||
|---|---|---|---|---|---|---|---|---|---|
| Degrees of freedom | P-values | Degrees of freedom | P-values | ||||||
| Arizona | 87.52 | 83.34 | 7 | p=0.163 | 0 | 4 | p=0.273 | ||
| Arkansas | 86.67 | 80.13 | 10 | p=0.860 | 0 | 4 | p=0.734 | ||
| California | 75.89 | 95.54 | 8 | p=0.430 | percent Hispanic p=0.021 | 4 | p=0.101 | 4 | |
| Idaho 1 | 74.65 | 91.57 | 6 | p=0.021 | estimated grade enrollment p=0.007 | 2 | p=0.004 | ||
| Illinois | 73.65 | 68.73 | 6 | p=0.896 | 0 | 4 | p=0.716 | ||
| Indiana | 71.02 | 100.00 | 10 | p=0.144 | 0 | 4 | p=0.228 | ||
| Iowa | 70.49 | 92.78 | 7 | p=0.812 | 0 | 4 | p=0.650 | ||
| Kansas | 71.34 | 87.66 | 9 | p=0.323 | 0 | 4 | p=0.350 | ||
| Maine | 86.03 | 83.08 | 8 | p=0.982 | 0 | 4 | p=0.737 | ||
| Michigan | 84.80 | 56.84 | 6 | p=0.793 | 2 | 0 | 4 | p=0.624 | |
| Minnesota | 82.67 | 89.80 | 8 | p=0.140 | 0 | 4 | p=0.097 | ||
| Montana | 77.13 | 93.61 | 6 | p=0.841 | 0 | 4 | p=0.891 | ||
| New York | 71.44 | 100.00 | 7 | p=0.265 | 0 | 4 | p=0.280 | ||
| North Dakota | 88.39 | 75.10 | 9 | p=0.839 | 3 | 0 | 4 | p=0.854 | |
| Ohio | 81.94 | 100.00 | 11 | p=0.496 | 0 | 4 | p=0.210 | ||
| Oregon | 74.02 | 86.80 | 8 | p=0.818 | 0 | 4 | p=0.427 | ||
| Vermont | 70.31 | 100.00 | 7 | p=0.261 | 0 | 4 | p=0.236 | ||
| 1 The model for Idaho does not include the variables for percent Black or percent Hispanic since these variables were always zero. 2 Also ran the logistic regression in SAS due to unstable standard errors within the nonresponse classes; in SAS the model with all variables resulted in p<0.0001. However SAS generally tends to overstate the significance. 3 Also ran the logistic regression in SAS due to unstable standard errors within the nonresponse classes; in SAS the model with all variables resulted in p=0.0065. However SAS generally tends to overstate the significance. 4 While the test was not significant (p=0.101) the p-value for the score statistic was significant with p=0.046. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2000 Mathematics Assessment. |
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Last updated 03 March 2008 (GF)
