Search Results: (16-23 of 23 records)
|NCES 2011049||Third International Mathematics and Science Study 1999 Video Study Technical Report, Volume 2: Science
This second volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the science components of the TIMSS 1999 Video Study. Chapter 2 provides a full description of the sampling approach implemented in each country. Chapter 3 details how the data were collected, processed, and managed. Chapter 4 describes the questionnaires collected from the teachers in the videotaped lessons, including how they were developed and coded. Chapter 5 provides details about the codes applied to the video data by a team of international coders as well as several specialist groups. Chapter 6 describes procedures for coding the content and the classroom discourse of the video data by specialists. Lastly, in chapter 7, information is provided regarding the weights and variance estimates used in the data analyses. There are also numerous appendices to this report, including the questionnaires and manuals used for data collection, transcription, and coding.
|NCEE 20114019||Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools
The Study of School Turnaround is an examination of the implementation of School Improvement Grants (SIG) authorized under Title I section 1003(g) of the Elementary and Secondary Education Act and supplemented by the American Recovery and Reinvestment Act of 2009. "Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools" uses publicly-available data from State Education Agency (SEA) websites, SEA SIG applications, and the National Center for Education Statistics' Common Core of Data to examine the following: (1) the SIG related policies and practices that states intend to implement, and (2) the characteristics of SIG eligible and SIG awarded schools. This first report provides context on SIG.
|NCEE 20104003||Precision Gains from Publically Available School Proficiency Measures Compared to Study-Collected Test Scores in Education Cluster-Randomized Trials
In randomized controlled trials (RCTs) where the outcome is a student-level, study-collected test score, a particularly valuable piece of information is a study-collected baseline score from the same or similar test (a pre-test). Pre-test scores can be used to increase the precision of impact estimates, conduct subgroup analysis, and reduce bias from missing data at follow up. Although administering baseline tests provides analytic benefits, there may be less expensive ways to achieve some of the same benefits, such as using publically available school-level proficiency data. This paper compares the precision gains from adjusting impact estimates for student-level pre-test scores (which can be costly to collect) with the gains associated with using publically available school-level proficiency data (available at low cost), using data from five large-scale RCTs conducted for the Institute of Education Sciences. The study finds that, on average, adjusting for school-level proficiency does not increase statistical precision as well as student-level baseline test scores. Across the cases we examined, the number of schools included in studies would have to nearly double in order to compensate for the loss in precision of using school-level proficiency data instead of student-level baseline test data.
|NCSER 20103006||Statistical Power Analysis in Education Research
This paper provides a guide to calculating statistical power for the complex multilevel designs that are used in most field studies in education research. For multilevel evaluation studies in the field of education, it is important to account for the impact of clustering on the standard errors of estimates of treatment effects. Using ideas from survey research, the paper explains how sample design induces random variation in the quantities observed in a randomized experiment, and how this random variation relates to statistical power. The manner in which statistical power depends upon the values of intraclass correlations, sample sizes at the various levels, the standardized average treatment effect (effect size), the multiple correlation between covariates and the outcome at different levels, and the heterogeneity of treatment effects across sampling units is illustrated. Both hierarchical and randomized block designs are considered. The paper demonstrates that statistical power in complex designs involving clustered sampling can be computed simply from standard power tables using the idea of operational effect sizes: effect sizes multiplied by a design effect that depends on features of the complex experimental design. These concepts are applied to provide methods for computing power for each of the research designs most frequently used in education research.
|NCES 2010009||Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Preschool--Kindergarten 2007
This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the preschool and kindergarten waves of the ECLS-B. The assessment instruments measure children's cognitive development in early reading and mathematics, socioemotional functioning, fine and gross motor skills, and physical development (height, weight, middle upper arm circumference, and head circumference). The report also includes information about indirect assessments of the children through questions asked of parents, early care and education providers, and teachers.
|NCES 2009012||TIMSS 2007 U.S. Technical Report and User Guide
The U.S. TIMSS 2007 Technical Report and User Guide provides an overview of the design and implementation of the Trends in International Mathematics and Science Study (TIMSS) 2007 in the United States, along with information designed to facilitate access to the U.S. TIMSS 2007 data.
|NCES 195426|| High School and Beyond Fourth Follow-Up Methodology Report. Technical Report.
This report describes and evaluates the methods, procedures, techniques, and activities that produced the fourth (1992) follow-up of the High School and Beyond (HS&B) study. HS&B began in 1980 as the successor to the National Longitudinal Study of the High School Class of 1972. The original collection techniques of HS&B were replaced by computer assisted telephone interviews, and other electronic techniques replaced the original methods. HS&B data are more user-friendly and less resource-dependent as a results of these changes. There were 2 components to the fourth follow-up: (1) the respondent survey which was a computer assisted telephone interview (CATI) based on 14,825 members of the 1980 sophomore cohort, and (2) a transcript study based on the 9,064 sophomore cohort members who reported postsecondary attendance. The response to the respondent survey was 85.3%. Response rate for the transcript study varied from 50.4% at private, for-profit institutions to 95.1% at public, four-year institutions. Technical innovations in this survey round included verification and correction of previously collected data through the CATI instrument, online coding applications, and statistical quality control. Survey data and information about the methodology are presented in 49 tables. An appendix contains the transcript request packages. (SLD)
|NCES 19933156||The National Longitudinal Study of the High School Class of 1972: Annotated Bibliography of Studies, 1980-1992.
The National Longitudinal Study of the High School Class of 1972 (NLS-72) is the "grandmother" of the longitudinal studies designed and conducted by the National Center for Education Statistics, and is probably the richest archive ever assembled on a generation of Americans. Participants were selected as high school seniors in 1972 and were followed through postsecondary transcripts in 1984. In 1981, Samuel Peng assembled a bibliography of studies describing or using NLS-72 data. This publication extends Peng's work by describing the considerable number of studies published since the first bibliography. Works are arranged in the following categories: (1) general descriptions (data sets and populations); (2) methodology; (3) work (employment); (4) secondary education; (5) postsecondary education; (6) educational and occupational aspirations; (7) educational and occupational attainment; (8) gender and racial-ethnic differences; (9) vocational technical and vocational education; (10) teachers; (11) marriage, family, and life transitions; (12) economics of education; (13) testing; (14) others; and (15) tabulations. In all, 259 sources are listed and annotated with a brief description of the study and its methodology. Publication of this document coincides roughly with the release of an optical data disk with the NLS-72 data archive, manuals, and sample computer programs. (SLD)