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Why Use Arbitrary Points Scores: Ordered Categories in Models of Educational Progress

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Author Info

  • Fielding, A.

Abstract

Graded educational qualifications are commonly treated using arbitrary points scores in modelling educational progress. This paper discusses some of the problems of such pratices from statistical and substantive viewpoint. Random effects models of ordered categorisations are suggested as a preferable way of handling such issues.

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Bibliographic Info

Paper provided by Department of Economics, University of Birmingham in its series Discussion Papers with number 98-23.

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Length: 36 pages
Date of creation: 1998
Date of revision:
Handle: RePEc:bir:birmec:98-23

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Postal: Edgbaston, Birmingham, B15 2TT
Web page: http://www.economics.bham.ac.uk
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Related research

Keywords: EDUCATION ; ECONOMIC MODELS;

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Cited by:
  1. Antony Fielding, 2004. "Scaling for Residual Variance Components of Ordered Category Responses in Generalised Linear Mixed Multilevel Models," Quality & Quantity: International Journal of Methodology, Springer, vol. 38(4), pages 425-433, August.
  2. Kersting, Erasmus & Kilby, Christopher, 2014. "Aid and democracy redux," European Economic Review, Elsevier, vol. 67(C), pages 125-143.
  3. Brown, Sarah & Taylor, Karl & Wheatley Price, Stephen, 2005. "Debt and distress: Evaluating the psychological cost of credit," Journal of Economic Psychology, Elsevier, vol. 26(5), pages 642-663, October.
  4. Ivy Liu & Alan Agresti, 2005. "The analysis of ordered categorical data: An overview and a survey of recent developments," TEST: An Official Journal of the Spanish Society of Statistics and Operations Research, Springer, vol. 14(1), pages 1-73, June.

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