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

Research output: Contribution to journalArticleAcademic

46 Citations (Scopus)

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).
Original languageUndefined
Pages (from-to)397-429
JournalOxford review of education
Volume32
Issue number3
DOIs
Publication statusPublished - Jul 2006

Keywords

  • IR-58604

Cite this

@article{63529f540ecd4a5e83665adc6ff6e71f,
title = "An empirical assessment of the absolute effect of schooling: regression-discontinuity applied to TIMSS-95",
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).",
keywords = "IR-58604",
author = "Luyten, {Johannes W.}",
year = "2006",
month = "7",
doi = "10.1080/03054980600776589",
language = "Undefined",
volume = "32",
pages = "397--429",
journal = "Oxford review of education",
issn = "0305-4985",
publisher = "Routledge",
number = "3",

}

An empirical assessment of the absolute effect of schooling: regression-discontinuity applied to TIMSS-95. / Luyten, Johannes W.

In: Oxford review of education, Vol. 32, No. 3, 07.2006, p. 397-429.

Research output: Contribution to journalArticleAcademic

TY - JOUR

T1 - An empirical assessment of the absolute effect of schooling: regression-discontinuity applied to TIMSS-95

AU - Luyten, Johannes W.

PY - 2006/7

Y1 - 2006/7

N2 - 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).

AB - 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).

KW - IR-58604

U2 - 10.1080/03054980600776589

DO - 10.1080/03054980600776589

M3 - Article

VL - 32

SP - 397

EP - 429

JO - Oxford review of education

JF - Oxford review of education

SN - 0305-4985

IS - 3

ER -