Revisiting Fixed- and Random-Effects Models: Some Considerations for Policy-Relevant Education Research

Autor/inn/en	Clarke, Paul; Crawford, Claire; Steele, Fiona; Vignoles, Anna
Titel	Revisiting Fixed- and Random-Effects Models: Some Considerations for Policy-Relevant Education Research
Quelle	In: Education Economics, 23 (2015) 3, S.259-277 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2013.855705
Schlagwörter	Hierarchical Linear Modeling; Regression (Statistics); Educational Research; Comparative Analysis; Robustness (Statistics); Efficiency; Special Education; Educational Attainment; Elementary School Students; Foreign Countries; Longitudinal Studies; Educational Policy; Inferences; United Kingdom (England) + Suchen Sie Ihr Suchwort? Regression; Regressionsanalyse; Bildungsforschung; Pädagogische Forschung; Widerstandsfähigkeit; Effectiveness; Effektivität; Wirkungsgrad; Special needs education; Sonderpädagogik; Sonderschulwesen; Bildungsabschluss; Bildungsgut; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Politics of education; Bildungspolitik; Inference; Inferenz
Abstract	The use of fixed (FE) and random effects (RE) in two-level hierarchical linear regression is discussed in the context of education research. We compare the robustness of FE models with the modelling flexibility and potential efficiency of those from RE models. We argue that the two should be seen as complementary approaches. We then compare both modelling approaches in our empirical examples. Results suggest a negative effect of special educational needs (SEN) status on educational attainment, with selection into SEN status largely driven by pupil level rather than school-level factors. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01