A Fixed Effects Panel Data Model: Mathematics Achievement in the U.S.

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Article discussing a study on a fixed effects panel data model and mathematics achievement in the United States.

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10 p.

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Sherron, Todd & Allen, Jeff M. 2000.

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Article discussing a study on a fixed effects panel data model and mathematics achievement in the United States.

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10 p.

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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.

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  • Multiple Linear Regression Viewpoints, 2000. Washington D.C.: American Educational Research Association, pp. 1-10

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  • Publication Title: Multiple Linear Regression Viewpoints
  • Volume: 26
  • Page Start: 1
  • Page End: 10

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  • 2000

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  • Feb. 15, 2011, 11:26 a.m.

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  • May 6, 2016, 5:58 p.m.

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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.]. (digital.library.unt.edu/ark:/67531/metadc31075/: accessed September 24, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; crediting UNT College of Information.