The impact of coding time on the estimation of school effects

Anumendem, Nkafu Dickson; Fraine, Beatrijs De; Onghena, Patrick; Damme, Jan Van

doi:10.1007/s11135-011-9581-3

Cited by 8 publications

(6 citation statements)

References 25 publications

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“…In the field of EER, the development of three-level growth models has elicited a debate on whether schools have a larger effect on student status (intercept) than on student growth (slope) (Anumendem, De Fraine, Onghena, & Van Damme, 2013). Previous research has usually found that schools have a larger impact on their students' growth than on their students' outcomes at a certain point in time.…”

Section: Discussionmentioning

confidence: 99%

Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

Ortega

Malmberg

Sammons

2018

Educational Evaluation and Policy Analysis

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This study investigates school effects on primary school students' language and mathematics achievement trajectories in Chile, a context of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudinal design (three time-points, four cohorts) together spanning Grades 3 to 8 (n = 19,704 students in 156 schools). The magnitudes of school effects on students' growth trajectories were found to be sizeable (generally larger than school effects in Western industrialised countries) and moderately consistent across school subjects. School composition effects on student achievement status were found for both school subjects. However, there was no evidence of composition effects on student achievement growth. The study provides new evidence on the size and nature of school effects in a developing country context based on state-of-the-art methods (i.e., accelerated longitudinal and growth curve models).

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Section: Discussionmentioning

confidence: 99%

Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

Ortega

Malmberg

Sammons

2018

Educational Evaluation and Policy Analysis

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“…The coding and location of the baseline of time scores have a significant impact on the estimation and interpretation of the growth parameter. 39,40 Different fit indexes were assessed to evaluate the models' goodness of fit. These include the comparative fit index (CFI), the Tucker-Lewis index (TLI), the root mean square error of approximation (RMSEA), and the standardized root mean square (SRMS).…”

Section: Discussionmentioning

confidence: 99%

Latent growth analysis of children’s height growth trajectories

Wake

Zewotir

Muluneh

2022

J Dev Orig Health Dis

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Characterizing and quantifying the trajectories of variables of interest through time in their field of study is of interest to a range of disciplines. The aim of this study was to investigate the growth speed in height of children and its determinants. A total of 3401 males and 3200 females from four low- and middle-income countries with measured height on five occasions from 2002 to 2016 were included in the study. Data were analyzed using a latent growth model. The results of the study reported that children in four low- and middle-income countries exhibited substantial growth inequalities. There was a significant gender difference in change of growth with males had a higher baseline, rate of change, and acceleration in height growth than females. Comparing the component of slopes across countries, the growth change inequalities were observed among children. These inequalities were statistically significant, with the highest rate of change observed in Peru and Vietnam.

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“…There are a number of reasons why some observations might be absent in a study. When incomplete observations are missing at random or even completely at random, maximum likelihood estimates obtained from multilevel growth curve models [26] or the full maximum likelihood estimates for latent growth models [27], are still valid. However sometimes because of the design of the study, the statistical method used or the type of pupil outcomes to be considered, attritions occur in one outcome variable and not in the other.…”

Section: Bivariate Transition Multilevel Growth Curve Model (Btmgcm)mentioning

confidence: 99%

Growth in Reading Comprehension and Mathematics Achievement in Primary School: A Bivariate Transition Multilevel Growth Curve Model Approach

Anumendem

2017

BBIJ

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Submit Manuscript | http://medcraveonline.com Reading achievement in primary school contains two distinguishable components: word reading and reading comprehension. Reading comprehension is a complex process and requires not only the fluent decoding of words but also understanding vocabulary, making inferences and relating the ideas to prior knowledge. Reading comprehension in primary schools stretches from the understanding of the meaning of words to the meaning of a short text and this is highly dependent on age. Many researchers have argued that true measurement of reading comprehension skills can only be obtained at later stages of primary school say from the third grade on (7 or 8 years old) [6][7][8]. This paper focuses on reading comprehension which requires more advanced cognitive and linguistic skills. For this reason pupils were only tested from the end of grade 3 on. While studies have shown that individual differences in reading comprehension in particular during primary school are stable [9], differences between schools [10] however have not been addressed in depth. It might also be interesting to find out if this stability mentioned by (De Jong and Van Der Leij [9]) remains when considered in conjunction with mathematics.

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The impact of coding time on the estimation of school effects

Cited by 8 publications

References 25 publications

Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

Latent growth analysis of children’s height growth trajectories

Growth in Reading Comprehension and Mathematics Achievement in Primary School: A Bivariate Transition Multilevel Growth Curve Model Approach

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