Journal Article Detail Page

written by S. W. Raudenbush, R. P. Fotiu, and Y. F. Cheong
Using data collected under the Trial State Assessment (TSA) of the National Assessment of Educational Progress (NAEP), this article describes and illustrates a two-stage statistical model for investigating state-to-state variation in mathematics achievement. At the first stage, within each state, a two-level hierarchical linear model is estimated via maximum likelihood. At the second stage, results are combined across states using Bayesian estimation implemented via the Gibbs sampler. The results reveal considerable state-to-state heterogeneity in mathematics proficiency, but most heterogeneity is explainable on the basis of covariates defined on students, teachers, and schools. The findings suggest that interest in state comparisons might productively focus on state differences in mean proficiency. The analytical approach can be applied in other cases where data are dense at the lower level of a hierarchy but thin at the higher level.
Journal of Educational and Behavioral Statistics: Volume 24, Issue 4, Pages 413-438
Subjects Levels Resource Types
Education Foundations
- Assessment
= Summative Assessment
Education Practices
- Teacher Preparation
- High School
- Middle School
- Community
- Reference Material
= Research study
Intended Users Formats Ratings
- Educators
- application/pdf
- text/html
  • Currently 0.0/5

Want to rate this material?
Login here!


Access Rights:
Available for purchase
Additional information is available.
Restriction:
© 1999 American Educational Research Association
Keywords:
assessment, mathematics, state-to-state
Record Creator:
Metadata instance created June 9, 2008 by Bernadette Stewart
Record Updated:
August 22, 2016 by Lyle Barbato
ComPADRE is beta testing Citation Styles!

Record Link
AIP Format
S. Raudenbush, R. Fotiu, and Y. Cheong, J. Educ. Behav. Stat. 24 (4), 413 (1999), WWW Document, (http://www.jstor.org/stable/1165371).
AJP/PRST-PER
S. Raudenbush, R. Fotiu, and Y. Cheong, Synthesizing Results from the Trial State Assessment, J. Educ. Behav. Stat. 24 (4), 413 (1999), <http://www.jstor.org/stable/1165371>.
APA Format
Raudenbush, S., Fotiu, R., & Cheong, Y. (1999). Synthesizing Results from the Trial State Assessment. J. Educ. Behav. Stat., 24(4), 413-438. Retrieved January 21, 2020, from http://www.jstor.org/stable/1165371
Chicago Format
Raudenbush, S, R. Fotiu, and Y. Cheong. "Synthesizing Results from the Trial State Assessment." J. Educ. Behav. Stat. 24, no. 4, (1999): 413-438, http://www.jstor.org/stable/1165371 (accessed 21 January 2020).
MLA Format
Raudenbush, S. W., R. P. Fotiu, and Y. F. Cheong. "Synthesizing Results from the Trial State Assessment." J. Educ. Behav. Stat. 24.4 (1999): 413-438. 21 Jan. 2020 <http://www.jstor.org/stable/1165371>.
BibTeX Export Format
@article{ Author = "S. W. Raudenbush and R. P. Fotiu and Y. F. Cheong", Title = {Synthesizing Results from the Trial State Assessment}, Journal = {J. Educ. Behav. Stat.}, Volume = {24}, Number = {4}, Pages = {413-438}, Year = {1999} }
Refer Export Format

%A S. W. Raudenbush
%A R. P. Fotiu
%A Y. F. Cheong
%T Synthesizing Results from the Trial State Assessment
%J J. Educ. Behav. Stat.
%V 24
%N 4
%D 1999
%P 413-438
%U http://www.jstor.org/stable/1165371
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Raudenbush, S. W.
%A Fotiu, R. P.
%A Cheong, Y. F.
%D 1999
%T Synthesizing Results from the Trial State Assessment
%J J. Educ. Behav. Stat.
%V 24
%N 4
%P 413-438
%U http://www.jstor.org/stable/1165371


Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.

Citation Source Information

The AIP Style presented is based on information from the AIP Style Manual.

The APA Style presented is based on information from APA Style.org: Electronic References.

The Chicago Style presented is based on information from Examples of Chicago-Style Documentation.

The MLA Style presented is based on information from the MLA FAQ.

Save to my folders

Contribute

Similar Materials