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- Articles and reports: 11F0019M2008317Geography: CanadaDescription:
This study estimates the effect of an additional year of schooling (Grade 10) on academic performance, with the particular aim of understanding the role of schooling in shaping the gender and income divides in academic performance. To identify the returns to schooling, the study takes advantage of a setting whereby standardized tests were administered to large samples of students of very close age, but who were in different school grades as a result of school-entry laws, thus creating a sharp discontinuity in school grades. The findings suggest that one additional year of high school (Grade 10) is associated with a large improvement in overall reading and mathematics performance, and that it had a smaller improvement in science performance. However, the improvements are not equally distributed: mathematics scores improve more for boys than for girls, and reading and science scores improve more for lower than for higher income youth. Most importantly, we find no evidence that girls or higher income youth benefit more from an additional year of high school in any test area. These findings suggest that the key to understanding the weaker academic performance of boys and lower income youth may lie in earlier school years, the home or at birth.
Release date: 2008-11-07 - 2. Small area estimation under a two-level model ArchivedArticles and reports: 12-001-X200800110612Description:
Lehtonen and Veijanen (1999) proposed a new model-assisted generalized regression (GREG) estimator of a small area mean under a two-level model. They have shown that the proposed estimator performs better than the customary GREG estimator in terms of average absolute relative bias and average median absolute relative error. We derive the mean squared error (MSE) of the new GREG estimator under the two-level model and compare it to the MSE of the best linear unbiased prediction (BLUP) estimator. We also provide empirical results on the relative efficiency of the estimators. We show that the new GREG estimator exhibits better performance relative to the customary GREG estimator in terms of average MSE and average absolute relative error. We also show that, due to borrowing strength from related small areas, the EBLUP estimator exhibits significantly better performance relative to the customary GREG and the new GREG estimators. We provide simulation results under a model-based set-up as well as under a real finite population.
Release date: 2008-06-26 - 3. Small area estimation under a restriction ArchivedArticles and reports: 12-001-X200800110619Description:
Small area prediction based on random effects, called EBLUP, is a procedure for constructing estimates for small geographical areas or small subpopulations using existing survey data. The total of the small area predictors is often forced to equal the direct survey estimate and such predictors are said to be calibrated. Several calibrated predictors are reviewed and a criterion that unifies the derivation of these calibrated predictors is presented. The predictor that is the unique best linear unbiased predictor under the criterion is derived and the mean square error of the calibrated predictors is discussed. Implicit in the imposition of the restriction is the possibility that the small area model is misspecified and the predictors are biased. Augmented models with one additional explanatory variable for which the usual small area predictors achieve the self-calibrated property are considered. Simulations demonstrate that calibrated predictors have slightly smaller bias compared to those of the usual EBLUP predictor. However, if the bias is a concern, a better approach is to use an augmented model with an added auxiliary variable that is a function of area size. In the simulation, the predictors based on the augmented model had smaller MSE than EBLUP when the incorrect model was used for prediction. Furthermore, there was a very small increase in MSE relative to EBLUP if the auxiliary variable was added to the correct model.
Release date: 2008-06-26 - Articles and reports: 81-595-M2008065Geography: CanadaDescription:
This report presents findings from the 2004/2005 Survey of Earned Doctorates (SED). The survey was administered to all students graduating from a doctoral program at a Canadian University. The 2004/2005 SED is the second edition of the annual survey.
In the 2004/2005 academic year there were approximately 4,000 new doctoral graduates, adding to the stock of highly specialized human capital in Canada. Over three quarters of Canada's PhD graduates are completing their studies in a science or engineering field, with the most popular field of study being biological sciences. Although PhD graduates accounted for roughly 0.4% of the population, Canada lags behind many other OECD countries in this regard.
Most graduates were finding success upon completion of their degrees as a large majority of graduates (73%) had firm plans to be working or continuing their studies by the time of graduation. The proportion of students who graduated without any graduate student debt decreased from the year before to reach 59%. Over three quarters of the graduates plan to stay in Canada to either work or continue their education.
Release date: 2008-04-28 - Articles and reports: 81-590-X2007001Geography: CanadaDescription:
The Programme for International Student Assessment (PISA) is a collaborative effort among member countries of the OECD, designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test. This report provides results from the PISA 2006 assessment of student performance in science, reading and mathematics at the provincial level, and compares the achievement of Canadian students to that of students internationally. PISA 2006 has a special focus on science. Over fifty countries participated in PISA 2006, including all 30 OECD countries. About 22,000 15-year-olds from more than 1,000 schools took part in Canada.
Release date: 2008-03-14
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- Articles and reports: 11F0019M2008317Geography: CanadaDescription:
This study estimates the effect of an additional year of schooling (Grade 10) on academic performance, with the particular aim of understanding the role of schooling in shaping the gender and income divides in academic performance. To identify the returns to schooling, the study takes advantage of a setting whereby standardized tests were administered to large samples of students of very close age, but who were in different school grades as a result of school-entry laws, thus creating a sharp discontinuity in school grades. The findings suggest that one additional year of high school (Grade 10) is associated with a large improvement in overall reading and mathematics performance, and that it had a smaller improvement in science performance. However, the improvements are not equally distributed: mathematics scores improve more for boys than for girls, and reading and science scores improve more for lower than for higher income youth. Most importantly, we find no evidence that girls or higher income youth benefit more from an additional year of high school in any test area. These findings suggest that the key to understanding the weaker academic performance of boys and lower income youth may lie in earlier school years, the home or at birth.
Release date: 2008-11-07 - 2. Small area estimation under a two-level model ArchivedArticles and reports: 12-001-X200800110612Description:
Lehtonen and Veijanen (1999) proposed a new model-assisted generalized regression (GREG) estimator of a small area mean under a two-level model. They have shown that the proposed estimator performs better than the customary GREG estimator in terms of average absolute relative bias and average median absolute relative error. We derive the mean squared error (MSE) of the new GREG estimator under the two-level model and compare it to the MSE of the best linear unbiased prediction (BLUP) estimator. We also provide empirical results on the relative efficiency of the estimators. We show that the new GREG estimator exhibits better performance relative to the customary GREG estimator in terms of average MSE and average absolute relative error. We also show that, due to borrowing strength from related small areas, the EBLUP estimator exhibits significantly better performance relative to the customary GREG and the new GREG estimators. We provide simulation results under a model-based set-up as well as under a real finite population.
Release date: 2008-06-26 - 3. Small area estimation under a restriction ArchivedArticles and reports: 12-001-X200800110619Description:
Small area prediction based on random effects, called EBLUP, is a procedure for constructing estimates for small geographical areas or small subpopulations using existing survey data. The total of the small area predictors is often forced to equal the direct survey estimate and such predictors are said to be calibrated. Several calibrated predictors are reviewed and a criterion that unifies the derivation of these calibrated predictors is presented. The predictor that is the unique best linear unbiased predictor under the criterion is derived and the mean square error of the calibrated predictors is discussed. Implicit in the imposition of the restriction is the possibility that the small area model is misspecified and the predictors are biased. Augmented models with one additional explanatory variable for which the usual small area predictors achieve the self-calibrated property are considered. Simulations demonstrate that calibrated predictors have slightly smaller bias compared to those of the usual EBLUP predictor. However, if the bias is a concern, a better approach is to use an augmented model with an added auxiliary variable that is a function of area size. In the simulation, the predictors based on the augmented model had smaller MSE than EBLUP when the incorrect model was used for prediction. Furthermore, there was a very small increase in MSE relative to EBLUP if the auxiliary variable was added to the correct model.
Release date: 2008-06-26 - Articles and reports: 81-595-M2008065Geography: CanadaDescription:
This report presents findings from the 2004/2005 Survey of Earned Doctorates (SED). The survey was administered to all students graduating from a doctoral program at a Canadian University. The 2004/2005 SED is the second edition of the annual survey.
In the 2004/2005 academic year there were approximately 4,000 new doctoral graduates, adding to the stock of highly specialized human capital in Canada. Over three quarters of Canada's PhD graduates are completing their studies in a science or engineering field, with the most popular field of study being biological sciences. Although PhD graduates accounted for roughly 0.4% of the population, Canada lags behind many other OECD countries in this regard.
Most graduates were finding success upon completion of their degrees as a large majority of graduates (73%) had firm plans to be working or continuing their studies by the time of graduation. The proportion of students who graduated without any graduate student debt decreased from the year before to reach 59%. Over three quarters of the graduates plan to stay in Canada to either work or continue their education.
Release date: 2008-04-28 - Articles and reports: 81-590-X2007001Geography: CanadaDescription:
The Programme for International Student Assessment (PISA) is a collaborative effort among member countries of the OECD, designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test. This report provides results from the PISA 2006 assessment of student performance in science, reading and mathematics at the provincial level, and compares the achievement of Canadian students to that of students internationally. PISA 2006 has a special focus on science. Over fifty countries participated in PISA 2006, including all 30 OECD countries. About 22,000 15-year-olds from more than 1,000 schools took part in Canada.
Release date: 2008-03-14
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