MULTILEVEL INVESTIGATIONS OF SYSTEMATICALLY VARYING SLOPES: ISSUES, ALTERNATIVES, AND CONSEQUENCES

Publisher Summary This chapter discusses the issues, alternative, and consequences of mul;tilevel investigations of systematically varying slopes. Generally, the situations of interest are large-scale non-experimental studies of educational effects. The focus may be on either the program—for example, curricular innovation, school type—the school, the classroom/teacher, or some combination, as the sources of educational effects. Regardless, the intent is to identify the antecedents of student performance and attitude and estimate the magnitude of their effects. The typical study involves two-stage sampling. Either a sample, which can be random, representative, or convenience, of schools is drawn and students are sampled randomly or on a stratified random basis from within schools. Alternatively, a sample of classrooms is chosen, either randomly or exhaustively within a sample of schools, and all the students within the classrooms comprise the total study sample. In either case, this situation yields data with dependencies among observations within the first-stage sampling units; that is, there are correlations among individuals in the same macro units.

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