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AutorenSteinhauer, Hans Walter; Zinn, Sabine
InstitutionLeibniz-Institut für Bildungsverläufe; Nationales Bildungspanel
TitelNEPS technical report for weighting. Weighting the sample of starting cohort 3 of the National Educational Panel Study (Wave 1 to 3).
QuelleBamberg: Leibniz Institute for Educational Trajectories (LIfBi) (2016), 17 S.
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ReiheNEPS working paper. 63
BeigabenLiteraturangaben, Tabellen, Anhang
Spracheenglisch
Dokumenttyponline; Monographie; Graue Literatur
SchlagwörterSchüler; Schuljahr 05; Übergang Primarstufe - Sekundarstufe I; Datenanalyse; Stichprobe; Schulform; Bundesland; Leistung; Kontextualisierung; NEPS (National Educational Panel Study);
AbstractThe sample of Grade 5 students in the National Educational Panel Study (NEPS) respects different timings in transitions in lower secondary education. Some Federal States in Germany educate students in primary schools from Grade 1 to Grade 6, whereas the majority of primary schools educate students from Grade 1 to Grade 4. The transition to lower secondary education is also decoupled from primary and lower secondary education in some Federal States. These Federal States provide education to students in schools only covering Grade 5 and 6. Thus Grade 5 students sampled in NEPS will leave their institutional context in which they were originally sampled and surveyed in some Federal States. For this reason a refreshment sample of students in Grade 7 was established to compensate the loss of students in their institutional context. This report provides details on the sampling design, the derivation of design weights and the nonresponse adjustments for the refreshment sample. On the school level we find school type and Federal State of the school to be predictive of the schools decision to participate. On the student level we find grades in German and maths to significantly influence the students decision to participate in the panel. For the group of students participating in the panel study we find explaining factors such as native language, being in a special-needs school and being surveyed outside the institutional context of a school. (Orig.).
Erfasst vonDIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
UpdateNeueintrag 2018-04
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