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| Emergency School Aid Act 1972 | 1 |
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Peer reviewedBetz, M. Austin; Levin, Joel R. – Journal of Educational Statistics, 1982
Logically consistent hypothesis-testing for factorial analysis of variance designs is proposed in the context of a hierarchical model. It is shown that all of the hypotheses associated with the traditional factorial model are conceptually independent and occupy the lowest levels of the hierarchy. (Author/JKS)
Descriptors: Analysis of Variance, Data Analysis, Hypothesis Testing, Models
Peer reviewedBerger, Martijn P. F. – Journal of Educational Statistics, 1994
Problems in selection of optimal designs in item-response theory (IRT) models are resolved through a sequential design procedure that is a modification of the D-optimality procedure proposed by Wynn (1970). This algorithm leads to consistent estimates, and the errors in selecting the abilities generally do not greatly affect optimality. (SLD)
Descriptors: Ability, Algorithms, Estimation (Mathematics), Item Response Theory
Peer reviewedPettigrew, Thomas F. – Journal of Educational Statistics, 1978
The desirability of evaluating the total effect of the Emergency School Aid Act versus specific programs in the Act is the focus of this commentary on the evaluation of that act and an article detailing that evaluation (TM 503 672). (JKS)
Descriptors: Compensatory Education, Elementary Education, Evaluation Criteria, Evaluation Methods
