Search Results: (46-60 of 111 records)
|NCES 200201||Legal and Ethical Issues in the Use of Video in Education Research
This working paper focuses on current legal regulations and ethical guidelines that govern the use of video techniques in education research, and the adequacy of these codes in a changing technological environment. This paper provides a synopsis of ethical and legal guidelines, points out possible issues to be addressed by the professional and legal communities, and provides key suggestions for education researchers using video as a data collection tool.
|NCES 200110||Comparison of PROC IMPUTE and Schafer's Multiple Imputation Software
This report provides detailed evaluations of both software packages as well as comparing the packages. It also includes appendices showing S-PLUS functions for continuous variables, categorical variables, and mixed variables in Schafer's Multiple Imputation Software.
|NCES 200116||Imputation of Test Scores in the National Education Longitudinal Study of 1988 (NELS:88)
This report records the efforts undertaken to use imputation to reduce the bias caused by nonresponse in the NELS:88 dataset. First, a simulation study was conducted to evaluate two different imputation procedures (a model-based random imputation method called PROC IMPUTE and a within-class random hot-deck imputation). Second PROC IMPUTE (which performed better in the study) was used to impute missing 2nd follow-up cognitive test scores in four subject areas: math, science, reading, and history/citizenship/geography.
|NCES 200117||A Study of Imputation Algorithms
In this report, the authors review about 30 imputation methods and five imputation software packages, and then evaluate 11 of the most popular imputation methods through a Monte Carlo simulation study. There are also chaphters on nonresponse bias correction via imputation and on variance estimation with imputed data and multiple imputation inference.
|NCES 200118||A Study of Variance Estimation Methods
This report includes five studies: An Empirical Study of Poststratified Estimator, BRR Variance Estimation Using VPLX Hadamard Procedure, An Alternative Jackknife Variance Estimation for NAEP, On the Performance of Replication-based Variance Estimation Mathods with Small Numbers of PSUs, and An Empirical Study of the Limitation of Using SUDAAN for Variance Estimation.
|NCES 200105||Using TIMSS to Analyze Correlates of Performance Variation in Mathematics
This study used data from the Third International Mathematics and Science Study (TIMSS) to compare the variability of performance in the United States and several other countries, investigate how this performance variation is distributed within and between classrooms, and explore how well background variables predict performance at both levels. In addition, the study explored how well suited the TIMSS design is to addressing questions of this sort.
|NCES 2001323||A Primer for Making Cost Adjustments in Education
This publication was undertaken so that educators, the public, and policymakers might better understand both geographic and inflation adjustments, and how they might be applied to elementary/secondary education. The authors seek to inform these audiences of the differences in expenditures and costs, as well as how both geographic and inflation education cost adjustments can be used to assist in differentiating nominal and real costs. The authors are particularly concerned with approaches, techniques, and adjustments that may either not be appropriate for measuring costs in education, or that are inappropriately applied. In addition, they attempt to show that there is a real virtue to keeping cost adjustment indices as simple and understandable as possible. Cost adjustments for different geographic locations and for inflation are widely accepted and applied outside of elementary and secondary education. Virtually everyone has heard of the Consumer Price Index (CPI), published by the U.S. Department of Labor, Bureau of Labor Statistics, as an inflation index. In addition, the public is also aware of cost-of-living differences between major metropolitan areas, and its effect on attracting workers with additional compensation. Many educators, however, have not yet chosen to implement either geographic or inflation education cost adjustments. Because there may not be a single best cost adjustment, it is important to share the approaches that have been utilized, examining the strengths and weaknesses of each. Because this work presents the view of the authors, and is intended to promote the exchange of ideas among researchers and policymakers, no official support by the U.S. Department of Education or NCES is intended or should be inferred.
|NCES 2000490||How Does NAEP Ensure Consistency in Scoring?
Each assessment performed by the National Assessment of Educational Progress requires the scoring of many thousand written responses to open-ended questions. A variety of techniques have been developed to ensure that these responses are scored objectively and consistently.
|NCES 2000311||Issues Related to Estimating the Home-Schooled Population in the United States with National Household Survey Data
This report compares two studies that have yielded disparate estimates of the rate of home schooling in the United States. The analysis focuses on the methodology used in the 1996 National Household Education Survey and the 1994 Current Population Survey, with particular emphasis on potential sources of error in estimating the home-schooled population.
|NCES 2000459||How Does NAEP Select Schools and Students?
The National Assessment of Educational Progress uses a multi-stage sampling system to select schools to participate in its assessments of student performance. A weighted-assessment process for students ensures an adequate sample of black and Hispanic students.
|NCES 2000308||Quality Profile for SASS Rounds 1-3: 1987-1995, Aspects of the Quality of Data in the Schools and Staffing Surveys (SASS)
In 1994, the National Center for Education Statistics (NCES) published the Quality Profile for SASS, Aspects of the Quality of Data in the Schools and Staffing Surveys (SASS) (Jabine, 1994). The report presented and summarized the available information about the quality of data from the five surveys that comprised SASS during its first two rounds of data collection (1987-88 and 1990-91). The present report, the second edition of the Quality Profile for SASS, updates the information from the earlier report and incorporates information about the quality of data from the various surveys that comprised SASS during its third round of data collection. The report also presents background on the survey design and procedures for each of the surveys.
|NCES 2000078||National Household Education Survey of 1999: Methodology Report
This report provides a complete and detailed description of the design, implementation, and release of the 1999 National Household Education Survey. Information included in the report covers such topics as how topics were selected, questionnaires designed, interviewers trained, samples designed, data collected, data cleaned, the data documentation, and how to properly analyze the data.
|NCES 200004||Selected Papers on Education Surveys:Papers Presented at the 1998 and 1999 ASA and 1999 AAPOR Meetings
The fourteen papers contained in this volume were presented at either the 1998 or 1999 American Statistical Association (ASA) meeting, or the 1999 American Association for Public Opinion Research (AAPOR) Conference. This is the sixth collection of conference papers of particular interest to users of NCES survey data published in the Working Paper Series.
|NCES 2000157||Beginning Postsecondary Students Longitudinal Study First Follow-up 1996-98 (BPS:96/98) Methodology Report
This report describes the methods and procedures used for the Beginning Postsecondary Students Longitudinal Study First Follow-up 1996-98 (BPS:96/98). These students, who started their postsecondary education during the 1995-1996 academic year, were first interviewed in 1996 as part of the National Postsecondary Student Aid Study 1996 (NPSAS:96). The BPS:96/98 study is the first follow-up of this cohort and includes important changes from the previous BPS surveys (conducted in 1992 and 1994). The instrument was considerably refined to reduce respondent burden while still collecting key information such as postsecondary enrollment, work experiences, and demographics. It was the first BPS study to include a field interviewing component. Furthermore, it was designed to allow comparative analyses with the first BPS cohort.
|NCES 200002||Coordinating NCES Surveys: Options, Issues, Challenges, and Next Steps
With responsibility and oversight for planning, conducting, and disseminating the results of scores of large-scale surveys, NCES faces the continual challenge of determining the best methods for coordinating its survey efforts. This paper discusses the connections between NCES surveys, presents a conceptual framework for thinking about survey coordination, identifies coordination in current surveys, discusses issues and challenges with three groups of potential survey coordination strategies, and lays out some next steps for NCES to consider for improving survey coordination.
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