Heterogeneity, school-effects and the north/south achievement gap in Italian secondary education: evidence from a three-level mixed model

DOI10.1007/s10260-016-0363-xzbMath1397.62582OpenAlexW2470468807WikidataQ61915930 ScholiaQ61915930MaRDI QIDQ518891

Tommaso Agasisti, Anna Maria Paganoni, Francesca Ieva

Publication date: 30 March 2017

Published in: Statistical Methods and Applications (Search for Journal in Brave)

Full work available at URL: https://doi.org/10.1007/s10260-016-0363-x

zbMATH Keywords

educationmultilevel modelscontextual effectsschool effectivenesschild developmentvalue-added model

Mathematics Subject Classification ID

Applications of statistics to social sciences (62P25)

Related Items (4)

Studying the relationship between anxiety and school achievement: evidence from PISA data ⋮ Evaluating class and school effects on the joint student achievements in different subjects: a bivariate semiparametric model with random coefficients ⋮ Assessing maths learning gaps using Italian longitudinal data ⋮ Student and school performance across countries: a machine learning approach

Uses Software

• R
• nlme
• clus

Cites Work

• Performance assessment using mixed effects models: a case study on coronary patient care
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