League tables for literacy survey data based on random effect models.

Data from the International Adult Literacy Survey are used to illustrate how league tables can be obtained from summary data, consisting of percentages and their standard errors, using random effects models estimated by nonparametric maximum likelihood

League tables for literacy survey data based on random effect models

Data from the International Adult Literacy Survey are used to illustrate how league tables can be obtained from summary data, consisting of percentages and their standard errors, using random effects models estimated by nonparametric maximum likelihood

The UK's skills system : training, employability and gaps in provision

Examines current trends and challenges for policymakers in the UK skills system. Explains that this review was commissioned as part of Foresight's future of skills and lifelong learning project (see further reports at B47282-3 and B47825). Outlines the changing demand for skills. Considers gaps in provision, skills shortages, the skills equilibrium and geographical gaps. Looks at access by individuals to skills and training. Considers the role of migration in addressing skills shortfalls. Looks at the role of careers information and guidance in addressing skills gaps

The UK's skills system : training, employability and gaps in provision

Examines current trends and challenges for policymakers in the UK skills system. Explains that this review was commissioned as part of Foresight's future of skills and lifelong learning project (see further reports at B47282-3 and B47825). Outlines the changing demand for skills. Considers gaps in provision, skills shortages, the skills equilibrium and geographical gaps. Looks at access by individuals to skills and training. Considers the role of migration in addressing skills shortfalls. Looks at the role of careers information and guidance in addressing skills gaps

Equity in mathematics and science outcomes: characteristics associated with high and low achievement on PISA 2006 in Ireland

Equity in education is a key concern internationally; however, it is rare that this issue is examined separately for low- and high-achieving students and concurrently across different subject domains. This study examines student and school background characteristics associated with low and high achievement in mathematics and science on the Programme for International Student Assessment. Based on the results of a multilevel multinomial model of achievement for each domain, findings indicate that a greater number of the variables examined are associated with low rather than high achievement. At student level, home language, intention to leave school early, socioeconomic status, grade level, cultural capital, and books in the home are significantly associated with achievement in mathematics and science. At school level, only school average socioeconomic status is statistically significant in the models. Significant gender differences are found in the distribution of high and low achievers, which vary across the domains. In mathematics, females are more likely to be low achievers while males are more likely to be high achievers. In science, gender interacts with early school-leaving intent whereas males intending to leave school early are more likely to be in the low-achieving group than females intending to leave early. Conclusions emphasise the need for targeting resources aimed at promoting equity in outcomes at student level as well as at school level. Future work may extend the current analyses by incorporating domain-specific variables or examining cross-country differences

Item response theory

A must-have reference resource for quantitative management researchers, the Dictionary contains over 100 entries covering the fundamentals of quantitative methodologies; covering both analysis and implementation and examples of use, as well as detailed graphics to aid understanding

The green factor : unpacking green job growth

This article estimates the number of green jobs in Scotland and identifies change over time. Scotland is the site of administrative data collection but the methodological framework presented can be applied to any region. The findings highlight the value of charting changes in green jobs based on inclusive rather than ‘purist’ definitions to better capture the broader impact of greening on jobs. The findings also indicate a need for greater analytical attention on issues of green job quality and inclusive green job growth