Longitudinal data analysis with structural equations

In this paper we review different structural equation models for the analysis of longitudinal data: (a) univariate models of observable variables, (b) multivariate models of observable variables, (c) models with latent variables, (d) models that are unconditioned or conditioned to other variables (depending on the variability of the independent variables: time-varying or time-invariant, and depending on the type of independent variables: of latent variables or of observable variables), (e) models with interaction of variables, (f) models with non-linear variables, (g) models with a constant, (h) with single level and multilevel measurement, and (i) other advances in SEM of longitudinal data (latent growth curve model, latent difference score, etc.). We have paid more attention to the interaction of variables and to non-linear transformations of variables because they are not frequently used in empirical investigation. They do, however, offer interesting possibilities to researchers who wish to verify relations between the variables they obtain. Potential applications are described, with their advantages and disadvantages

Strategy for modelling non-random missing data mechanisms in observational studies using Bayesian methods

Observational studies are notoriously full of non-responses and missing values. Bayesian full probability modelling provides a °exible approach for analysing such data, allowing a plausible model to be built which can then be adapted to carry out a range of sensitivity analyses. In this context, we propose a strategy for using Bayesian methods for a `statistically principled' investigation of data which contains missing covariates and missing responses, likely to be non- random. The ¯rst part of this strategy entails constructing a `base model' by selecting a model of interest, then adding a sub-model to impute the missing covariates followed by a sub-model to allow informative missingness in the response. The second part involves running a series of sensitivity analyses to check the robustness of the conclusions. We implement our strategy to investigate some typical research questions relating to the prediction of income, using data from the Millennium Cohort Study

Evaluating the Foundation Phase : final report

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale

Intra-generational social mobility and educational qualifications

AbstractThe relation between intra-generational social class mobility of parents and their children's subsequent educational qualifications, and the implications of this relation for educational stratification, is explored by fitting statistical models to data from two UK longitudinal datasets: one based on the UK Census (ONS LS) and the 1970 birth cohort study (BCS70). Children whose parents are upwardly mobile gain higher educational qualifications than their peers in their class of origin, but obtain lower qualifications than their peers in their class of destination. The reverse pattern is observed for the downwardly mobile. These results mirror those obtained for the relation between adult intra-generational social mobility and a number of widely used measures of health. The implications of the findings for different explanations of the social class gradient in educational attainment are examined. The findings provide greater support for theoretical explanations of educational inequalities that are based on differences in economic circumstances between social classes than they do for explanations based on social class variations in the levels of cultural capital and aspirations. This conclusion is strengthened by the fact that the overall pattern of results from these analyses is unchanged after statistically controlling for levels of parental education. The findings also have methodological implications for measuring the social class gradient in attainment and qualifications

Evaluating the Foundation Phase: technical report

In this report we present a technical discussion of the three year evaluation (August 2011 to August 2014). This includes an outline of the evaluation design, the methods used in the evaluation and other detailed information about the evaluation

Evaluating the Foundation Phase: technical report

In this report we present a technical discussion of the three year evaluation (August 2011 to August 2014). This includes an outline of the evaluation design, the methods used in the evaluation and other detailed information about the evaluation

Evaluating the Foundation Phase: Annual Report 2011/12

The Foundation Phase (introduced in 2008) provides a developmentally appropriate experiential curriculum for children aged 3-7 in Wales. The Welsh Government commissioned independent evaluation (led by WISERD) aims to evaluate how well it is being implemented, what impact it has had, and ways in which it can be improved. The three-year evaluation utilises a range of mixed methods at a national and local scale