A Model-Based Approach to Validating Education Indicators Using Multilevel Structural Equation Modeling

David Kaplan and Pamela R. Elliott

Journal of Educational and Behavioral Statistics, 1997, vol. 22, issue 3, 323-347

Abstract: This article considers an approach to validating the selection of education indicators by incorporating them into a multilevel structural model and using the estimates from that model to engage in policy-relevant simulations. Multilevel structural equation modeling was applied to a subsample of the first follow-up of the National Education Longitudinal Study of 1988 ( National Center for Education Statistics, 1988 ) to demonstrate the potential of this approach. Focus of attention was on science education indicators. A within-school model of science achievement was linked to a between-school model of the academic press of the school. Separate estimation of these models revealed adequate fit to the data after minor modifications. The multilevel model also showed adequate fit to the data. Utilizing the reduced form of the full multilevel model, predictive validity of the model was studied by gauging movements in various outcome indicators as a function of changes in policy-relevant input indicators. The article closes with a discussion of the limitations of the proposed modeling approach, the potential for future model development, and the implications of this approach for quantitative modeling within the domain of education policy.

Keywords: education indicators; education policy; multilevel modeling; structural equation modeling (search for similar items in EconPapers)
Date: 1997
References: Add references at CitEc
Citations:

Downloads: (external link)
https://journals.sagepub.com/doi/10.3102/10769986022003323 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:sae:jedbes:v:22:y:1997:i:3:p:323-347

DOI: 10.3102/10769986022003323

Access Statistics for this article

More articles in Journal of Educational and Behavioral Statistics
Bibliographic data for series maintained by SAGE Publications ().