IDEAS home Printed from https://ideas.repec.org/a/tpr/edfpol/v4y2009i4p468-491.html
   My bibliography  Save this article

Adaptive Centering with Random Effects: An Alternative to the Fixed Effects Model for Studying Time-Varying Treatments in School Settings

Author

Listed:
  • Stephen W. Raudenbush

    (Department of Sociology, University of Chicago)

Abstract

Fixed effects models are often useful in longitudinal studies when the goal is to assess the impact of teacher or school characteristics on student learning. In this article, I introduce an alternative procedure: adaptive centering with random effects. I show that this procedure can replicate the fixed effects analysis while offering several comparative advantages: the incorporation into standard errors of multiple levels of clustering; the modeling of heterogeneity of treatment effects; the estimation of effects of treatments at multiple levels; and computational simplicity. After illustrating these ideas in a simple setting, the article formulates a general linear model with adaptive centering and random effects and derives efficient estimates and standard errors. The results apply to studies that have an arbitrary number of nested and cross-classified factors such as time, students, classrooms, schools, districts, or states. © 2009 American Education Finance Association

Suggested Citation

  • Stephen W. Raudenbush, 2009. "Adaptive Centering with Random Effects: An Alternative to the Fixed Effects Model for Studying Time-Varying Treatments in School Settings," Education Finance and Policy, MIT Press, vol. 4(4), pages 468-491, October.
    • Handle: RePEc:tpr:edfpol:v:4:y:2009:i:4:p:468-491
    as

    Download full text from publisher

    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2009.4.4.468
    Download Restriction: Access to PDF is restricted to subscribers.
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    Citations

    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
    as


    Cited by:

    1. Tubiana, Matteo & Miguelez, Ernest & Moreno, Rosina, 2022. "In knowledge we trust: Learning-by-interacting and the productivity of inventors," Research Policy, Elsevier, vol. 51(1).
    2. Xinxiang Chen & Guanghua Chi & Guangqing Chi, 2018. "Do Airports Boost Economic Development by Attracting Talent? An Empirical Investigation at the Subcounty Level," Social Science Quarterly, Southwestern Social Science Association, vol. 99(1), pages 313-329, March.
    3. Cassandra M. Guarino & Mark D. Reckase & Jeffrey M. Woolrdige, 2014. "Can Value-Added Measures of Teacher Performance Be Trusted?," Education Finance and Policy, MIT Press, vol. 10(1), pages 117-156, November.
    4. Beland, Louis-Philippe & Kim, Dongwoo, 2014. "The Effect of High School Shootings on Schools and Student Performance," CLSSRN working papers clsrn_admin-2014-27, Vancouver School of Economics, revised 16 Jun 2014.
    5. Cassandra M. Guarino & Michelle Maxfield & Mark D. Reckase & Paul N. Thompson & Jeffrey M. Wooldridge, 2015. "An Evaluation of Empirical Bayes’s Estimation of Value-Added Teacher Performance Measures," Journal of Educational and Behavioral Statistics, , vol. 40(2), pages 190-222, April.
    6. Jung, Sang-Uk & Zhu, John & Gruca, Thomas S., 2016. "A meta-analysis of correlations between market share and other brand performance metrics in FMCG markets," Journal of Business Research, Elsevier, vol. 69(12), pages 5901-5908.
    7. Mary Ying-Fang Wang & Paul Tuss & Lihong Qi, 2019. "Augmented Weighted Estimators Dealing with Practical Positivity Violation to Causal inferences in a Random Coefficient Model," Psychometrika, Springer;The Psychometric Society, vol. 84(2), pages 447-467, June.
    8. Kenneth A Frank & Yun-Jia Lo & G Geoffrey Booth & Juha-Pekka Kallunki, 2019. "The market dynamics of socially embedded trading," Rationality and Society, , vol. 31(2), pages 152-181, May.

    More about this item

    Keywords

    fixed effects models; adaptive centering; time-varying treatments;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

    Statistics

    Access and download statistics

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:tpr:edfpol:v:4:y:2009:i:4:p:468-491. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no bibliographic references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Kelly McDougall (email available below). General contact details of provider: https://direct.mit.edu/journals .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.