TOWARD A MORE APPROPRIATE CONCEPTUALIZATION OF RESEARCH ON SCHOOL EFFECTS: A THREE-LEVEL HIERARCHICAL LINEAR MODEL11The research reported here has been supported by grants from the Spencer Foundation and the Benton Center for Curriculum and Instruction at the University of Chicago. The authors wish to acknowledge the gracious assistance of David Myers in making a small subset of his Sustaining Effects data files available to us for this analysis. The authors also wish to thank Michael Seltzer for his thoughtful comments on an earlier draft of this manuscript
Has this study been replicated?
The atlas records 1 replication of this study. Recorded outcomes: 1 successful. The earliest on record is from 2020.
Replications
- Not Where You Start, but How Much You Grow: An Addendum to the Coleman Report, Atteberry & McEachin (2020). Educational Researcher. Outcome recorded: successful.
We replicated Bryk and Raudenbush's surprising finding that most of the variation in student learning rates lies between rather than within schools.
Outcome read from the abstract. View paper
Cite this record
Bryk, A. S., & Raudenbush, S. W. (1989). TOWARD A MORE APPROPRIATE CONCEPTUALIZATION OF RESEARCH ON SCHOOL EFFECTS: A THREE-LEVEL HIERARCHICAL LINEAR MODEL11The research reported here has been supported by grants from the Spencer Foundation and the Benton Center for Curriculum and Instruction at the University of Chicago. The authors wish to acknowledge the gracious assistance of David Myers in making a small subset of his Sustaining Effects data files available to us for this analysis. The authors also wish to thank Michael Seltzer for his thoughtful comments on an earlier draft of this manuscript. Multilevel Analysis of Educational Data, 159–204. https://doi.org/10.1016/b978-0-12-108840-8.50014-7
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