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Article discussing a study on a fixed effects panel data model and mathematics achievement in the United States.
Physical Description
10 p.
Notes
Abstract: Statistical models that combine cross section and time series data offer analysis and interpretation advantages over separate cross section or time series data analyses (Matyas & Severstre, 1996). Time series and cross section designs have not been commonplace in the research community until the last 25 years (Tieslau, 1999). In this study, a fixed effects panel data model is applied to the National Education Longitudinal Study of 1988 (NELS:88) data to determine if educational process variables, teacher emphasis, student self-concept, and socio-economic status can account for variance in student mathematical achievement. A model that includes seven independent variables accounted for 25% of the variance in student mathematical achievement test score. The study provides educational researchers with an applied model for panel data analysis.
Publication Title:
Multiple Linear Regression Viewpoints
Volume:
26
Page Start:
1
Page End:
10
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Sherron, Todd & Allen, Jeff M.A Fixed Effects Panel Data Model: Mathematics Achievement in the U.S.,
article,
2000;
[Washington, D.C.].
(https://digital.library.unt.edu/ark:/67531/metadc31075/:
accessed May 30, 2024),
University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu;
crediting UNT College of Information.