A Case Study of Nonresponse Bias Analysis in Educational Assessment Surveys

IF 1.9 3区心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Educational and Behavioral Statistics Pub Date : 2021-04-09 DOI:10.3102/10769986221141074

Yajuan Si, R. Little, Ya Mo, N. Sedransk

引用次数: 3

Abstract

Nonresponse bias is a widely prevalent problem for data on education. We develop a ten-step exemplar to guide nonresponse bias analysis (NRBA) in cross-sectional studies and apply these steps to the Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011. A key step is the construction of indices of nonresponse bias based on proxy pattern-mixture models for survey variables of interest. A novel feature is to characterize the strength of evidence about nonresponse bias contained in these indices, based on the strength of the relationship between the characteristics in the nonresponse adjustment and the key survey variables. Our NRBA improves the existing methods by incorporating both missing at random and missing not at random mechanisms, and all analyses can be done straightforwardly with standard statistical software.

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教育评估调查中的无应答偏差分析案例研究

对于教育数据而言，不回应偏见是一个普遍存在的问题。我们开发了一个十步样本来指导横断面研究中的无反应偏倚分析（NRBA），并将这些步骤应用于2010-2011幼儿园的幼儿纵向研究。一个关键步骤是基于感兴趣的调查变量的代理模式混合模型构建无反应偏差指数。一个新的特征是，根据无反应调整的特征和关键调查变量之间的关系强度，来表征这些指数中包含的无反应偏差的证据强度。我们的NRBA通过结合随机缺失和非随机缺失机制改进了现有方法，所有分析都可以直接使用标准统计软件进行。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Educational and Behavioral Statistics Multiple-

CiteScore

4.40

自引率

4.20%

发文量

期刊介绍： Journal of Educational and Behavioral Statistics, sponsored jointly by the American Educational Research Association and the American Statistical Association, publishes articles that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also of interest. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority. The Journal of Educational and Behavioral Statistics provides an outlet for papers that are original and provide methods that are useful to those studying problems and issues in educational or behavioral research. Typical papers introduce new methods of analysis, provide properties of these methods, and an example of use in education or behavioral research. Critical reviews of current practice, tutorial presentations of less well known methods, and novel applications of already-known methods are also sometimes accepted. Papers discussing statistical techniques without specific educational or behavioral interest or focusing on substantive results without developing new statistical methods or models or making novel use of existing methods have lower priority. Simulation studies, either to demonstrate properties of an existing method or to compare several existing methods (without providing a new method), also have low priority.