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![Page 1: Explaining variation in CCE outcomes (Chapters 7 & 8) National Research Coordinators Meeting Madrid, February 2010.](https://reader030.fdocuments.in/reader030/viewer/2022032612/56649ed35503460f94be3c5f/html5/thumbnails/1.jpg)
Explaining variation in CCE outcomes
(Chapters 7 & 8)
National Research Coordinators Meeting Madrid, February 2010
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Content of presentation
• Student background measures• Statistics included in tables• Data presentation• Chapter 7 and 8 outline
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February 2010 BACKGROUND VARIABLES AND MEASURES
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Variables
• Cultural/ethnic family background• Immigrant background• Language use at home
• Social background• Parental socioeconomic status (occupations)• Parental educational attainment• Home literacy resources (books)
• Parental interest in political & social issues
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MeasuresCoded Measure Transformations
Immigrant Categorical (3) Categorical (2)Native/non-native
Language use Categorical (2) As is
Socioeconomic(HISEI)
Continuous (16-90)ISCO → ISEI scale
Categorical (6)Defined as ranges
Parental Education
Categorical (5) (ISCED-based levels)
Years of education
Home literacy Categorical (5) No of books (unit =100)
Parental interest(politics & social)
Categorical (4) As is
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February 2010 STATISTICS
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Statistical representations
• Group means of scale scores• Country and international averages for groups
• Percentages of students in each group• Country and international averages for groups
• Regression coefficients • Unstandardised prediction of outcome• Represent strength of relationship
• Percentage variance explained
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Immigrant Status
A 94 (0.5) 507 (3.7) 3 (0.3) 510 (11.2) 3 (0.4) 486 (10.9) 11 (7.2) .1 (0.1)
B 85 (1.9) 524 (4.0) 9 (1.3) 526 (10.4) 6 (0.9) 477 (13.8) 19 (9.6) .4 (0.4)
I 92 (0.2) 505 (0.7) 5 (0.1) 476 (3.0) 5 (0.1) 464 (4.2) 36 (2.5) 1.6 (0.1)
C 89 (1.2) 511 (4.1) 2 (0.3) 497 (12.7) 9 (1.1) 455 (8.9) 49 (8.8) 3.2 (1.2)
D 86 (1.2) 548 (3.5) 9 (0.9) 497 (6.7) 5 (0.5) 479 (8.5) 55 (6.5) 3.7 (0.9)
% Mean Δ % Var
Parents born abroad
% Mean
Native students Students born abroadEffect
Native / Non-native
% Mean
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Socioeconomic status (SEI)
A 11 (0.7) 559 (6.1) 19 (0.8) 565 (3.8) 20 (0.8) 604 (4.2) 21 (1.8) 6.0 (1.1)
B 19 (1.2) 468 (4.9) 12 (0.8) 501 (6.8) 8 (0.6) 540 (6.2) 27 (1.8) 11.3 (1.3)
I 17 (0.2) 464 (1.3) 18 (0.2) 495 (1.1) 15 (0.2) 538 (1.3) 29 (0.5) 10.4 (0.3)
C 5 (0.5) 477 (9.4) 23 (1.1) 494 (5.2) 20 (0.9) 548 (4.6) 31 (2.3) 10.0 (1.4)
D 11 (0.7) 464 (7.1) 16 (0.8) 496 (6.1) 16 (0.9) 574 (8.9) 42 (3.6) 15.2 (2.1)
SEI Level 1 (SEI below 30)
SEI Level 3 (SEI 40 to 49)
% Mean % Mean
Effect of SEI on CKSEI Level 5
(SEI 60 to 69)Δ
SD SEI % Var% Mean
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Parent Education
A 24 (1.2) 477 (4.6) 12 (0.6) 513 (4.7) 34 (1.7) 537 (4.5) 7 (0.5) 9.5 (1.2)
B 2 (0.3) 470 (9.6) 40 (1.4) 516 (5.0) 32 (2.3) 537 (6.0) 8 (0.9) 5.9 (1.4)
I 11 (0.2) 461 (1.7) 19 (0.2) 508 (1.2) 29 (0.3) 532 (1.1) 9 (0.2) 6.8 (0.3)
C 7 (0.7) 473 (8.5) 18 (1.1) 511 (6.3) 35 (1.4) 558 (7.7) 10 (1.5) 4.5 (1.1)
D 4 (0.4) 481 (8.3) 22 (0.8) 542 (4.5) 52 (1.5) 558 (4.2) 13 (1.2) 6.2 (1.1)
Δ for one year of edn % Var
Effect of years of parent edn.
% Mean % Mean %
ISCED Level 2 (Lower secondary)
ISCED Level 4/5B(Post secondary)
ISCED Level 5A/6(Tertiary education)
Mean
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Home literacy (NBOOKS)
A 15 (0.8) 469 (5.9) 8 (0.6) 529 (6.3) 19 (2.0) 4.8 (1.0)
B 13 (0.8) 458 (5.7) 9 (0.6) 540 (8.1) 21 (2.1) 6.5 (0.9)
I 19 (0.2) 467 (1.1) 7 (0.1) 535 (2.1) 22 (0.5) 6.2 (1.2)
C 10 (0.6) 485 (4.9) 12 (0.7) 594 (6.3) 28 (1.9) 10.8 (2.7)
D 16 (0.8) 487 (6.4) 7 (0.6) 584 (7.3) 32 (2.4) 10.3 (0.9)
% Mean Variance explained
Books Level 6 (more than 500 books)
Δ per 100 books
Books Level 2 (11 to 25 books)
% Mean
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Parental Interest
A 26 (1.0) 506 (6.0) 52 (1.0) 515 (4.2) 20 (0.8) 490 (4.0) 2 (0.2) 461 (11.7) 9 (3.0) .6 (0.4)
B 20 (0.7) 515 (4.4) 64 (0.9) 509 (3.0) 15 (0.8) 484 (4.6) 1 (0.1) 480 (19.2) 14 (2.6) 1.2 (0.4)
I 23 (0.2) 511 (1.2) 48 (0.2) 510 (0.8) 26 (0.2) 484 (1.0) 3 (0.1) 443 (2.5) 17 (0.6) 2.2 (0.2)
C 24 (0.9) 552 (5.8) 55 (1.1) 534 (4.3) 20 (1.0) 510 (4.1) 2 (0.2) 482 (14.1) 22 (3.3) 3.4 (1.0)
D 19 (1.1) 549 (9.7) 50 (0.9) 531 (5.0) 25 (1.0) 503 (4.1) 5 (0.5) 467 (10.4) 26 (4.2) 3.8 C
Very interested Quite interested Not very interested Not interested at all
Δ for one level of interest % Var% Mean % Mean % Mean % Mean
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REGRESSION CK
Coefft (SE) Coefft (SE) Coefft (SE) Coefft (SE) Coefft (SE) Coefft (SE)
A 42.8 (10.4) -11.6 (13.5) 5.1 (0.9) 10.2 (1.9) 8.9 (1.3) 5.6 (2.7)
B 17.1 (8.0) -22.8 (7.1) 2.9 (0.5) 15.2 (2.0) 5.8 (1.1) 10.9 (2.3)
I 28.6 (1.8) -15.7 (2.3) 3.0 (0.2) 18.4 (0.4) 7.0 (0.2) 8.1 (0.5)
C 26.8 (11.3) -5.8 (10.1) 4.6 (1.2) 22.0 (2.4) 10.2 (1.0) 9.2 (2.8)
D 21.6 (9.6) -1.3 (9.1) 0.3 (1.3) 28.5 (3.4) 13.1 (1.4) 14.4 (3.1)
SEI NBOOKS PARINT
B COEFFT.
HLANg IMMIG PARED
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REGRESSION CK % VARIANCE
HLANG IMMIG PARED SEI NBOOKS PARINT
A 0.7 0.0 1.2 0.9 2.8 0.1 7.0 12.7
B 0.5 0.7 1.1 2.3 1.2 0.9 10.7 17.4
C 0.2 0.0 0.6 4.2 3.6 0.4 10.6 19.6
D 0.3 0.0 0.0 5.0 6.1 1.1 10.7 23.2
Unique varianceCOMM
VARTOTVAR
Percentage variance explained
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REGRESSIONINTEREST IN POLITICS
Coefft (SE) Coefft (SE) Coefft (SE) Coefft (SE) Coefft (SE) Coefft (SE)
A -0.1 (0.2) 1.2 (0.3) 0.0 (0.0) 0.1 (0.0) 0.3 (0.1) 3.3 (0.0)
B 0.7 (0.5) 2.6 (0.5) 0.0 (0.0) -0.3 (0.1) 0.0 (0.1) 3.6 (0.0)
I -0.3 (0.1) 1.1 (0.1) 0.0 (0.0) 0.0 (0.0) 0.2 (0.0) 3.9 (0.0)
C -1.4 (0.1) 2.6 (0.4) -0.1 (0.1) 0.7 (0.1) 0.8 (0.0) 4.7 (0.3)
D -0.7 (0.2) 2.6 (0.7) 0.0 (0.0) 0.2 (0.1) 0.3 (0.0) 5.3 (0.0)
HLANg IMMIG PARED SEI NBOOKS PARINT
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REGRESSION INTPOL% Variance
UNIQUE VARIANCE
COMMVAR
TOT VAR
HLANG IMMIG PARED SEI NBOOKS PARINT
A 0.0 0.1 0.0 0.0 0.3 6.5 0.8 15.5
B 0.1 0.6 0.1 0.1 0.0 7.4 0.0 16.2
C 0.1 0.3 0.0 0.4 1.9 8.9 6.0 7.0
D 0.0 0.1 0.0 0.0 0.1 11.6 2.8 12.4
HLANG IMMIG PARED SEI NBOOKS PARINT
A 0.0 0.1 0.0 0.0 0.3 6.5 0.8 15.5
B 0.1 0.6 0.1 0.1 0.0 7.4 0.0 16.2
C 0.1 0.3 0.0 0.4 1.9 8.9 6.0 7.0
D 0.0 0.1 0.0 0.0 0.1 11.6 2.8 12.4
TOT VAR
UNIQUE VARIANCE COMMVAR
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REGRESSION Expected Electoral Participation
Coefft (SE) Coefft (SE) Coefft (SE) Coefft (SE) Coefft (SE) Coefft (SE)
A 0.6 (0.5) -3.9 (0.4) 0.3 (0.0) 0.5 (0.1) 0.2 (0.1) 2.2 (0.1)
B 1.5 (0.6) -4.0 (0.7) 0.1 (0.0) 0.7 (0.1) 0.3 (0.0) 2.7 (0.1)
I 1.1 (0.0) -3.9 (0.0) 0.2 (0.0) 0.6 (0.0) 0.3 (0.0) 2.4 (0.0)
C 1.8 (0.3) 1.0 (0.2) 0.2 (0.1) 1.4 (0.1) 0.4 (0.0) 3.7 (0.2)
D -1.3 (0.6) 1.0 (0.5) -0.1 (0.1) 1.5 (0.1) 0.8 (0.1) 4.5 (0.2)
PAROCC NBOOKS PARINT
Regression coefficients
HLANG IMMIG PARED
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REGRESSION ELECTORAL PARTICIPATION
NLANG IMMIG PARES SEI NBOOKSParent interest
A 0.1 0.2 0.0 1.5 0.8 10.6 5.4 18.6
B 0.1 0.1 0.0 1.6 2.0 10.9 9.1 23.8
C 0.1 0.0 0.0 0.1 0.8 9.4 0.6 11.0
D 0.0 0.0 0.2 0.4 0.5 4.3 2.1 7.5
TOT VAR
COMM VAR
Percentage variance explained
Unique variance
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February 2010 CHAPTER 7 OUTLINE
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Chapter 7 Outline• Research question 6
influence of background on outcomes• civic knowledge • expected electoral participation • student interest in political and social issues
• Cultural/ethnic family background– Immigrant background
• native students, students with parents born abroad and students born abroad) and effects
– Language use at home
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Chapter 7 Outline (Cont)• Socio-economic family background
– Parental occupation – Parental education and effects – Home literacy
• Parental interest
• Combined influences
• Regression models
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Chapter 8: Model
• Hierarchical Linear Models
• Students nested within classroom (in most countries equivalent to schools)
• So far unweighted analysis and listwise exclusion of missing values
• Criterion variables:– Civic knowledge– Expected electoral participation
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Chapter 8: Explanatory variables
• Student characteristics– Gender (female=1, male=0)– Test language at home (yes=1, no=0)– Expected educational level (in
approximate years of further education)– Students’ interest in political and social
issues
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Chapter 8: Explanatory variables (cont.)
• Home background variables– Index of socio-cultural background”
derived from highest parental occupation, education and home literacy
• Factor scores from principal component analysis
• Mean of 0 and SD of 1 for equally weighted countries
– Highest parental interest
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Chapter 8: Explanatory variables (cont.)
• Indicators of students’ activities – Reading for enjoyment (5-point scale)– Watching TV news (4-point scale)– Time spent with friends (5-point scale)
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Chapter 8: Explanatory variables (cont.)
• School-related variables at the individual level – Student participation at school (scale)– Perception of openness in classroom
discussions
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Chapter 8: Explanatory variables (cont.)
• Classroom level variables– Average scores of the students’ index of
socio-cultural background– Average of scale scores on perception of
openness in classroom discussions
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Modelling results in general
• Need for summarising results across country (not yet in draft tables)
• In many cases results similar to finding from CIVED
• Effects of variables AFTER controlling for all other variables– Sometimes results may be different for
factors presented in earlier tables
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Example of table
with results
Predictor
Intercept 286.9 (35.6) 341.5 (35.1) 143.8 (39.6)
Gender (female) 5.0 (2.8) -8.8 (2.5) 6.5 (2.6)
Use of test language at home 46.3 (4.0) 31.1 (4.0) 22.8 (5.0)
Expected years of education 7.5 (0.6) 2.6 (0.6) 4.7 (0.5)Student's interest in political/social issues (IRT scale: SD = 10) .6 (0.2) -.5 (0.1) .2 (0.1)Index of socio-cultural background (SD=1 for equally weighted countries) 6.9 (1.8) 7.8 (1.6) 4.1 (1.7)Parents' interest in political/social issues (4-point scale) 5.5 (2.0) 1.8 (1.7) -3.1(1.7)
Enjoyment of reading (in half hours) 15.4 (2.0) 21.2 (2.3) 7.8 (2.0)
Watching TV news (4-point scale) 6.3 (1.3) 6.6 (1.1) 5.7 (1.1)Time spent outside of home (in half hours) -6.0 (1.6) -8.2 (1.3) -3.2 (1.6)Openness in classroom discussions (IRT scale: SD = 10) .1(0.2) .6 (0.1) .3 (0.1)Students' participation at school (IRT scale: SD = 10) .5 (0.1) .4 (0.1) 1.5 (0.1)Index of socio-cultural background (class average) 46.5 (5.6) 72.1 (5.9) 57.5 (5.5)Openness in classroom discussions (class average) .9 (0.7) 1.7 (0.7) 3.5 (0.8)
Variance explained at student level
Variance explained at classroom level 71
13
73
20
79A
ustr
ia
Belg
ium
(F
lem
ish)
Bulg
aria
21
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Modelling results: Civic knowledge
• Female gender generally positive effect
• Test language only in countries with higher percentages of students speaking another language
• Expected education consistent positive predictor
• Student interest only in few countries positive (weak) predictor
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Modelling results: Civic knowledge (cont.)
• Both reading for enjoyment and watching TV news tend to be positive predictors of civic knowledge
• Spending time with friends negative predictor of civic knowledge
• Both school-based civic participation and individual perceptions of openness in classroom discussion positive predictors
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Modelling results: Civic knowledge (cont.)
• Context level variables:– Average socio-cultural background index
scores positive predictor in most countries– Average scores of perceptions of
openness in classroom discussions also tends to be positive predictor
• Model explanation– 62 percent at classroom level– 23 percent at student level
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Modelling results: Expected electoral participation
• Gender and test language not consistent predictors
• Expected education only weak to moderate effects
• Higher levels of civic knowledge have consistently positive effects
• Hardly any influence of index of socio-cultural background
• Parental interest important predictor
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Modelling results: Expected electoral participation (cont.)
• Watching TV news positive predictor
• Both civic participation at school and perceptions of openness in classroom discussions tend to have positive effects
• Few countries with significant effects for the average socio-cultural background and average perceptions of openness in classroom discussions
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Modelling results: Expected electoral participation (cont.)
• Model explanation– 64 percent of the class-level– 23 percent of the student level variance
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NRCMeetingMadrid
February 2010
NRC feedback on:
• Appropriateness of– Presented statistics – Included items and scales– Tables and figures
• Coverage of report– Aspects that are missing– Content that may be omitted from report
![Page 37: Explaining variation in CCE outcomes (Chapters 7 & 8) National Research Coordinators Meeting Madrid, February 2010.](https://reader030.fdocuments.in/reader030/viewer/2022032612/56649ed35503460f94be3c5f/html5/thumbnails/37.jpg)
NRCMeetingMadrid
February 2010
![Page 38: Explaining variation in CCE outcomes (Chapters 7 & 8) National Research Coordinators Meeting Madrid, February 2010.](https://reader030.fdocuments.in/reader030/viewer/2022032612/56649ed35503460f94be3c5f/html5/thumbnails/38.jpg)
NRCMeetingMadrid
February 2010
Questions or comments?