Abstract
This methodological note illustrates how a commonly used calculation of the Delta-p statistic is inappropriate for categorical independent variables, and this note provides users of logistic regression with a revised calculation of the Delta-p statistic that is more meaningful when studying the differences in the predicted probability of an outcome between two or more groups. Although one cannot fully document the extent to which this error in the current calculation of the Delta-p statistic has spread across the field, the potential for error is far reaching as an increasing number of researchers use logistic regression to study categorical outcomes and as researchers look more closely at the Delta-p statistic as a means to communicate the results of logistic regression models to policy makers and administrators. It is recommended that higher education scholars and institutional researchers use caution when reporting the Delta-p statistic from prior studies and that they adopt the revised calculation of the Delta-p statistic presented in this methodological note when estimating logistic regression models with categorical independent variables.
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Notes
Given this definition, the Delta-p statistic is only one way to illustrate the discrete change in the predicted probability of an outcome. See Long (1997) for other examples.
The magnitude of the difference between these two results is based on the shape of the logistic curve around the point at which the Delta-p statistic is assessed and the magnitude of the coefficient. That there is any similarity between the absolute values of the results from Examples 1 and 2 is due to the fact that the baseline probability (i.e., 0.494) is located along the region of the logistic curve that most closely approximates linearity and that the coefficient (i.e., 0.6834) is moderate in size. Under other circumstances, this difference between the absolute values of the results from Examples 1 and 2 could be appreciably larger. The findings in Table 1 illustrate this point using other published studies.
The other 12 studies, listed in Appendix 1, provide insufficient information to determine whether or not the error in the calculation was present. The majority of these 12 studies do not report parameter estimates, whereas a few of these studies do not report the baseline probability; both of these criteria are necessary for determining whether or not the Delta-p statistic is correctly calculated.
Although these two approaches are conceptually equivalent, discrete change via simulation is based on the model estimate of \( {\bar{\text{y}}} \) whereas Eq. 2 is based on observed \( {\bar{\text{y}}} \). The two approaches may result in slightly different measures of discrete change.
Researchers may also find this method useful for calculating and interpreting the Delta-p statistics for continuous independent variables. Although not addressed in this manuscript, a one-unit change in a continuous independent variable assessed at \( {\bar{\text{y}}} \) is also susceptible to problems in interpretation. Given the shape of the logistic curve, the change in probability given a one-unit increase from the mean of x will be the additive inverse of the change in probability given a one-unit decrease from the mean of x only when \( {\bar{\text{y}}} \) is 0.50. To alleviate problems in interpretation when \( {\bar{\text{y}}} \) is not at the center of the distribution, others (e.g., Kauffman 1996; Long 1997) have recommended computing the “centered discrete change” in the continuous variable, a process that is similar to the calculation proposed in this manuscript for categorical variables.
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Acknowledgements
I would like to thank J. Scott Long, Thomas F. Nelson Laird, Stephen R. Porter, Robert K. Toutkoushian and two anonymous reviewers for commenting on previous drafts of this manuscript. Any errors are my own.
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Appendices
Appendix 1
See Table 3.
Appendix 2
Generalization of Eq. 2 for k − 1 dummy-coded independent variables:
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Cruce, T.M. A Note on the Calculation and Interpretation of the Delta-p Statistic for Categorical Independent Variables. Res High Educ 50, 608–622 (2009). https://doi.org/10.1007/s11162-009-9131-1
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DOI: https://doi.org/10.1007/s11162-009-9131-1