Why Use Arbitrary Points Scores: Ordered Categories in Models of Educational Progress
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Other versions of this item:
- A. Fielding, 1999. "Why use arbitrary points scores?: ordered categories in models of educational progress," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 162(3), pages 303-328.
References listed on IDEAS
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CitationsCitations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
- Kersting, Erasmus & Kilby, Christopher, 2014.
"Aid and democracy redux,"
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- Erasmus Kersting & Christopher Kilby, 2013. "Aid and Democracy Redux," Villanova School of Business Department of Economics and Statistics Working Paper Series 23, Villanova School of Business Department of Economics and Statistics.
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More about this item
KeywordsEDUCATION ; ECONOMIC MODELS;
- I22 - Health, Education, and Welfare - - Education - - - Educational Finance; Financial Aid
- C52 - Mathematical and Quantitative Methods - - Econometric Modeling - - - Model Evaluation, Validation, and Selection
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