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Table of Contents | Search Technical Documentation | References
NAEP Technical DocumentationWeighted Enrollment Checks from the 2002 Main Study Responding Student Samples
For quality control purposes, aggregations of student enrollment were calculated for each participating grade using the responding student sample, with student weights adjusted for student nonresponse. If the student nonresponse adjustments worked correctly to adjust for bias incurred from student nonresponse, the student-nonresponse-adjusted aggregations would show the same results as the aggregations from the full student sample. Thus differences between them might indicate the presence of nonresponse bias not fully adjusted for in the weighting process. To detect differences, a two-sided p-value for testing the null hypothesis of no difference between the expected values of the aggregations was computed.
Aggregations of enrollment were examined for the following types of students:
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male students;
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older students (those born before the modal birthdate year1);
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younger students (those born after the modal birthdate year);
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students participating in Title I;
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students of non-Caucasian race/ethnicity (Black, Hispanic, Asian/Pacific Islander, and American Indian);
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students classified as students with disabilities (SD);
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SD students who were excluded;
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students classified as English language learners (ELL) students; and
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ELL students who were excluded.
The following table gives the differences between the percentages in the full student sample and the responding student sample for public schools and private schools. A positive value indicates the responding student aggregation was higher for that estimate than the full student aggregation, a negative value indicates the responding student aggregation was lower for that estimate than the full student aggregation, numbers are rounded to the nearest tenth of a percent. Those that were statistically significant at the 5 percent level (two-sided) are given with in bold face. In general, many of the percentages were statistically significant because of the large sample sizes, but most were very small in a substantive sense. It should be noted that complement sets such as females are left out as redundant: females for example will have a difference which is the negative of the male difference. Other complement sets are modal-birthdate-year students (for age group), non Title I (for Title I), White non Hispanic (for race/ethnicity), and not SD and not ELL for the excluded categories.
| Student category | Grade 4 | Grade 8 | Grade 12 | |||
|---|---|---|---|---|---|---|
| Public (difference in percent) | Private(difference in percent) | Public (difference in percent) | Private(difference in percent) | Public (difference in percent) | Private(difference in percent) | |
| Male | – 0.1 | – 0.0 | – 0.2 | – 0.1 | 0.1 | – 0.1 |
| Age group | ||||||
| Older students1 | – 0.4 | – 0.2 | – 0.8 | – 0.3 | – 1.4 | – 0.2 |
| Younger students2 | 0.0 | 0.1 | – 0.0 | 0.0 | 0.1 | – 0.2 |
| Title I | – 0.5 | – 0.2 | – 0.2 | – 0.2 | – 0.7 | 0.0 |
| Race/ethnicity | ||||||
| Black | – 0.7 | – 0.1 | – 0.5 | – 0.0 | – 0.5 | – 0.2 |
| Hispanic | 0.6 | 0.5 | 0.4 | 0.1 | 1.0 | 0.5 |
| Asian/Pacific Islander | 0.1 | 0.2 | 0.2 | 0.1 | 0.8 | 0.1 |
| American Indian | 0.2 | 0.1 | 0.1 | 0.1 | – 0.1 | 0.0 |
| Exclusion categories | ||||||
| SD students | – 0.1 | 0.0 | – 0.2 | – 0.1 | – 0.3 | – 0.1 |
| SD and excluded | 0.2 | 0.0 | 0.2 | 0.0 | 0.2 | 0.0 |
| ELL students | 0.1 | – 0.0 | 0.0 | 0.0 | 0.0 | – 0.0 |
| ELL and excluded | 0.1 | 0.0 | 0.1 | 0.0 | 0.0 | 0.0 |
| 1 Older students are those with birthdates before the modal period: the October 1 through September 30 year which has the birthdates of most students in the grade during the study year. 2 Younger students are those with birthdates after the modal period. Bold-faced entries are significant at 5% level (have a two-sided p-value less than .05). NOTE: Black includes African Americans, Hispanic includes Latinos, Pacific Islander includes Native Hawaiian, American Indian includes Alaska Native. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2002. Further details are presented in Westat (2002). |
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1 The modal birthdate year is the one twelve month period starting October 1 and ending September 30 which has the birthdates for the most children in the grade (e.g., October 1, 1991 through September 30, 1992 is the modal birthdate year for the fourth-graders in NAEP 2002).
Last updated 06 November 2008 (RF)