Analysis of Large-Scale Secondary Data in Higher Education Research: Potential Perils Associated with Complex Sampling Designs

By S. Thomas, R. Heck. 2001

434 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/f498e07f4d52004e27c2050550bebecbe7d5963e

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Citations in the corpus

Creating College Opportunity: School Counselors and Their Influence on Postsecondary Enrollment (2013, methodology): “…Ri ¼ r2Gender rGender;Race rRace;Gender r2Race In addition to accounting for missing data, I was also compelled to account for the complex and multistage sampling procedures used to generate the ELS data; otherwise my model was likely to yield underestimated standard errors (Thomas and Heck 2001).”
Progress For Women In Academe, Yet Inequities Persist: Evidence from NSOPF:99 (2005, background): “It is common for analysts to utilize complex sample designs to ensure that they obtain a sufficient number of respondents with certain characteristics to allow them to analyze various segments of the population ( Thomas and Heck, 2001 ).”
Psychological climate: A comparison of organizational and individual level referents (2009, methodology): “Thomas and Heck (2001) suggested using a more conservative alpha (e.g. .01 or .001) as one of the strategies to account for the dependency in clustered data.”
Factors Influencing the Academic Achievement of First-Generation College Students (2006, methodology): “For example, some data points were calculated using trend equations (Thomas & Heck, 2001).”
The Private Benefits of Higher Education: An Examination of the Earnings Premium (2003, methodology): “001) is used to interpret the results of the statistical analyses (Thomas and Heck, 2001).”
International Faculty: Experiences of Academic Life and Productivity in U.S. Universities (2011, background): “tremewan (2008) sends an alarming message to u.”
First-to-Second-Year Persistence of Students With Disabilities in Postsecondary Institutions in the United States (2011, methodology): “More specific, we computed relative weights by dividing the raw weights provided by the National Center for Education Statistics (NCES) by their mean and used these relative weights in all data analysis procedures (Thomas & Heck, 2001).”
INSTITUTIONAL STRUCTURES AND STUDENT ENGAGEMENT (2006, methodology): “Clustered samples cannot be treated as a simple random sample, because standard errors derived from these samples tend to be larger than those derived from simple random samples (Groves et al., 2004; Thomas and Heck, 2001).”
Longer-Term Economic Effects of College Selectivity and Control (2003, background): “conceptual model (Rust, 1985; Thomas and Heck, 2001).”
When Race and Gender Collide: Social and Cultural Capital’s Influence on the Academic Achievement of African American and Latino Males (2010, methodology): “…error while minimizing the effects of large sample sizes on standard errors and significance tests, I applied sampling weights to each case which is equal to the inverse of the probability of selection as is consonant with analyses of large-scale data (Strayhorn, 2009; Thomas & Heck, 2001).”
The Role of Schools, Families, and Psychological Variables on Math Achievement of Black High School Students (2010, methodology): “All analyses were conducted with weighted samples, corrected for the unweighted sample size to obtain correct standard errors (Thomas & Heck, 2001).”
Executive Summary: The Toolbox Revisited--Paths to Degree Completion from High School through College. (2006, background): “A major strand of the literature on postsecondary retention derives from Tinto’s (1987) constructs of academic and social integration, constructs that contributed to the emergence of the National Survey of Student Engagement (Kuh 2001) and its use by hundreds of institutions in assessing the effects”
Factors Contributing to the Upward Transfer of Baccalaureate Aspirants Beginning at Community Colleges (2010, background): “As such, Thomas and Heck (2001) suggested that researchers address the representativeness of the sample and the correct assessment of population variances that form the basis for the identification of statistical effects and hypothesis testing.”