Effects of Advanced Course-taking on Math and Science Achievement: Addressing Selection Bias Using Propensity Scores

By Christine Leow, S. Marcus, Elaine L. Zanutto, Robert F. Boruch. 2004

55 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7205369178d963ff9921ee03d141c99380136869

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. M. H. Clark
2. Nicole L. Cundiff

In Statistics and Probability

1. Nicole L. Cundiff
2. M. H. Clark

Citations in the corpus

• Assessing the Effectiveness of a College Freshman Seminar Using Propensity Score Adjustments (2011, methodology): “These scores are used to equate groups on those covariates using a variety of statistical adjustments, such as matching (Gibson 2003; Rosenbaum 1995), stratification (also referred to as subclassification or blocking; Leow et al. 2004; Rosenbaum and Rubin 1984), covariate adjustment (Rosenbaum and R”
• Mathematics Coursetaking and Achievement at the End of High School: Evidence from the Education Longitudinal Study of 2002 (ELS:2002). Statistical Analysis Report. NCES 2008-319. (2007, unknown): “By and large, these results complement past research that finds that more advanced coursetaking is associated with greater gains (Leow et al. 2004; Rock, Owings, and Lee 1994; Rock and Pollack 1995a; Scott et al. 1995; Wang and Goldschmidt 2003).”