An empirical assessment of the absolute effect of schooling: regression-discontinuity applied to TIMSS-95

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Luyten, J.W. (2006) An empirical assessment of the absolute effect of schooling: regression-discontinuity applied to TIMSS-95. Oxford Review of Education, 32 (3). pp. 397-429. ISSN 0305-4985

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Abstract:This article provides an illustration of how multilevel modelling, which is the standard method for assessing the 'school effect' in school effectiveness research, can be combined with the regression-discontinuity approach. While multilevel modelling yields only estimates of relative school effects (differences between schools), the regression-discontinuity approach allows the assessment of the absolute effect of schooling (schooling versus no schooling). A combination of both approaches yields an estimate of this absolute effect and its variation between schools. This study applied the method in a secondary analysis of data derived from the Third International Mathematics and Science Study (TIMSS).
Item Type:Article
Copyright:© 2008 Taylor & Francis
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Behavioural Sciences (BS)
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Link to this item:http://purl.utwente.nl/publications/58604
Official URL:http://dx.doi.org/10.1080/03054980600776589
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