Document Type
Article
Journal/Book Title/Conference
Economics Research Institute Study Paper
Volume
14
Publisher
Utah State University Department of Economics
Publication Date
2002
Rights
Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact the Institutional Repository Librarian at digitalcommons@usu.edu.
First Page
1
Last Page
15
Abstract
Single equation regression models have been used rather extensively to test the effectiveness of Supplemental Instruction (SI). This approach, however, fails to account for the possibility that SI attendance and the outcome of SI attendance are jointly determined endogenous variables. Moreover, the standard approach fails to account for the fact that these two endogenous variables are categorical. This paper presents and applies a simultaneous equation, limited dependent variable model of SI effectiveness. Our analysis suggests that results from applying this type of model may differ markedly from the traditional statistical models applied in SI research. Specifically, our results suggests that students with below average academic ability are more likely to attend SI and that common measures of student ability included in single equation models fail to adequately control for this characteristic. Therefore, single equation OLS models may underestimate SI effectiveness.
Recommended Citation
Bowles, Tyler J. and Jones, Jason, "An Analysis of the Effectiveness of Supplemental Instruction: The Problem of Selection Bias and Limited Dependent Variables" (2002). Economic Research Institute Study Papers. Paper 247.
https://digitalcommons.usu.edu/eri/247