A qualitative response model of student performance on a standardized test
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A national sample of high school students who took the Test of Economic Literacy was analyzed by the use of probit analysis and OLS to determine what factors influence high levels of performance on an achievement test. The statistically significant factors were combined SAT scores, the teacher's course work in the subject matter, whether the teacher has a high degree of enthusiasm toward the teaching of the subject, and, for students who scored over 30 on the TEL, whether the student does more than two hours of homework a night.
KeywordsHigh School Subject Matter Standardize Test International Economic Public Finance
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