- Surveys & Programs
- Data & Tools
- Fast Facts
- News & Events
- Publications & Products
- About Us
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 8 Science 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 | 94.32 | 7 | p=0.703 | 0 | 4 | p=0.900 | |
| Arkansas | 86.67 | 55.68 | 7 | p=0.006 | estimated grade enrollment p=0.036; nonresponse class 4 p=0.012 | 4 | p=0.094 | |
| California | 75.89 | 81.90 | 7 | p=0.636 | 0 | 4 | p=0.733 | |
| Idaho 1 | 74.65 | 77.79 | 5 | p=0.000 | nonresponse class 4 p=0.000 | 2 | p=0.545 | |
| Illinois | 73.65 | 61.28 | 6 | p=0.329 | percent Hispanic p=0.035 | 4 | p=0.232 | |
| Indiana | 71.02 | 89.81 | 9 | p=0.439 | percent Hispanic p=0.041 | 4 | p=0.192 | |
| Maine | 86.03 | 97.10 | 9 | p=0.079 | 0 | 4 | p=0.046 | |
| Michigan | 84.80 | 62.85 | 8 | p=0.344 | 2 | 0 | 4 | p=0.181 |
| Minnesota | 82.67 | 100.00 | 7 | p=0.542 | 0 | 4 | p=0.672 | |
| Montana | 77.13 | 95.35 | 9 | p=0.749 | 0 | 4 | p=0.877 | |
| New York | 71.44 | 100.00 | 7 | p=0.198 | 0 | 4 | p=0.513 | |
| Oregon | 74.02 | 91.50 | 8 | p=0.912 | 0 | 4 | p=0.953 | |
| Vermont | 70.31 | 85.81 | 6 | p=0.235 | 0 | 4 | p=0.209 | |
| 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. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2000 Science Assessment. |
||||||||
Last updated 03 March 2008 (GF)
