A Closer Look at Charter Schools Using Hierarchical Linear Modeling. NCES 2006-460

Autor/inn/en	Braun, Henry; Jenkins, Frank; Grigg, Wendy
Institution	National Center for Education Statistics (ED), Washington, DC.; Educational Testing Service, Atlanta, GA.
Titel	A Closer Look at Charter Schools Using Hierarchical Linear Modeling. NCES 2006-460
Quelle	(2006), (92 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Student Characteristics; School Districts; Charter Schools; Tests; Academic Achievement; Data Analysis; Scores; Comparative Analysis; Reading; Mathematics; Data Collection; Evaluation Methods + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Charter school; Charter-Schule; Examination; Prüfung; Examen; Schulleistung; Auswertung; Leseprozess; Lesen; Mathematik; Data capture; Datensammlung
Abstract	Charter schools are a relatively new, but fast-growing, phenomenon in American public education. As such, they merit the attention of all parties interested in the education of the nation's youth. The present report comprises two separate analyses. The first is a "combined analysis" in which hierarchical linear models (HLMs) were employed to examine differences between the two types of schools when multiple student and/or school characteristics were taken into account. The rationale was that if the student populations enrolled in the two types of schools differed systematically with respect to observed background characteristics related to achievement, then those differences would be confounded with straightforward comparisons between school types. HLMs were a natural choice for this analysis because such models accommodated the nested structure of the data (i.e., students clustered within schools) and facilitated the inclusion of variables describing student and school characteristics. In the combined analysis, the focus is the average difference in school means between the two types of schools in reading and mathematics. (This difference is similar to but not identical with the average difference between the two student populations.) Parallel analyses were carried out for reading and mathematics. In addition, supplementary analyses were conducted to evaluate the sensitivity of the results to various assumptions. Appended are: (1) Overview of Procedures; (2) Considerations in the Use of Sampling Weights in Multilevel Models; (3) Variance Decompositions Using State-Mean-Deviated Test Scores; (4) Homogeneity of Variance Assumption in the HLM Analysis; and (5) Data Appendix for the Charter-School-Only Analyses. (Contains 43 tables and 11 figures.) [The work upon which this publication is based was performed for the National Center for Education Statistics by Educational Testing Service, NAEP Education Statistics Services Institute, Pearson Educational Measurement, and Westat.] (ERIC).
Anmerkungen	ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.edpubs.org.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10