Addressing an old issue from a new methodological perspective: a proposition on how to deal with bias due to multilevel measurement error in the estimation of the effects of school composition
<p>With educational effectiveness studies, school-level aggregates of students' characteristics (e.g. achievement) are often used to assess the impact of school composition on students' outcomes – school compositional effects. Empirical findings on the magnitude and direction of scho...
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| Format: | Thesis |
| Language: | English |
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2014
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