Social Capital and Student Learning:
نویسندگان
چکیده
Empirical Results from Latin American Primary Schools Joan B. Anderson University of San Diego Appendix 2 Empirical Results: HLM Estimation of the Equations The Data Empirical estimates of the cross-city effects of social capital within the classroom on language and math achievement and on the likelihood of promotion are based on data that were gathered in 1999, using stratified random sampling techniques. The data include approximately 20 fourth grade students per classroom, one classroom per school, in 96 schools, 24 in each of four Latin American cities, a sample of 2048 students in all. The data for this study were gathered as part of a larger project that involved research teams from four prominent Latin American institutions. Four questionnaires were developed and administered to (1) the parents of the 2,048 children, (2) the teachers of these children; (3) their school principals/administrators; and (4) researcher observation of the 96 classrooms. The questionnaires were pretested on a small sample and then revised according to the results of the pretest. The team leaders and project directors met face to face twice during the data gathering process, once before the pretest to finalize the questionnaires and agree on interpretations and then again after we had the results of the pretest to discuss the experiences and problems encountered and to revise the questionnaires. Each team leader was responsible
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