Valildation Plan - PowerPoint PPT Presentation

Title: Valildation Plan


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• Valildation Plan
• Education ESEC Association

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Data source European Social Survey

• DE Germany
• GB United Kingdom
• SE Sweden
• IT Italy
• NL Netherlands
• HU Hungary
• ES Spain

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Measures of independent and dependent variables
Independent variables Measures of education (1) Years of education (2) CASMIN-classification (3) ISCED-classification (4) National level of education
Dependent variable ISEI Prestige of job according to the ISEI
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CASMIN educational categories
1a Inadequately completed elementary education
1b Completed (compulsory) elementary education
1c (Compulsory) elementary education and basic vocational qualification
2a Secondary, intermediate vocational qualification or intermediate general qualification and vocational training
2b Secondary, intermediate general qualification
2c_gen Full general maturity qualification
2c_voc Full vocational maturity certificate or general maturity certificate and vocational qualification
3a Lower tertiary education
3b Higher tertiary education
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ISCED International Standard
Classification of Education
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Occupational Status (ISEI) of male respondents
by country and different variables of education

• Adjusted R-squared
• The National Educational Classification of
  Germany is not available for the
• ESS, Edition 5

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Highest level of education, Italy
Freq. Percent CASMIN ISCED
1 senza titolo 3 0.5 1a 0
2 licenza elementare 81 12.2 1b 1
3 licenza media / avviamento professional 235 35.5 2b ?? 2a ?? 2
4 diploma scuola media superiore 262 39.6 2c_gen ? 2c_voc ?? 3
5 diploma universitario 14 2.1 3a 4
6 laurea 55 8.3 3b 5
7 specializzazione post-laurea 12 1.8 3b 6
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Highest level of education, United Kingdom
Freq. Percent CASMIN ISCED
0 no qualifications 243 21.3 1b 1
1 gcse/o-level/cse/nvq1/nvq2 or equiv 303 26.5 2a ?? 2b ?? 2
2 a-level/nvq3 or equiv 143 12.5 2c_gen ?2c_voc ? 3
3 nvq4/nvq5 or equiv 139 12.2 2c_voc ?3a 4
4 degree/hnc/teacher training/nursing or equiv 303 26.5 3a?3b? 5
5 phd/dphil or equiv 12 1.1 3b 6
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Highest level of education, Netherlands
Freq. Percent CASMIN ISCED
1 not completed primary school 5 0.4 1a 0
2 primary school or first stage of basic education 47 3.2 1b 1
3 lower secondary school, technical training (lbo) 268 18.3 1c 2
4 lower secondary school, theoretical training (mulo, mavo) 185 12.6 2b 2
5 short upper secondary professional education (kmbo, vhbo) 26 1.8 2a 3
6 upper secondary professional education (mbo) 315 21.5 2c_voc 3
7 post secondary, non-tertiary education 105 7.2 2c_voc 4
8 higher secondary school (mms, havo) 60 4.1 2c_gen 3
9 pre-scientific secondary school (hbs, vwo) 50 3.4 2c_gen 3
10 tertiary professional education (hbo) 288 19.7 3a 5
11 tertiary scientific education, university 93 6.4 3b 5
12 tertiary post-scientific education (teachers, doctors) 16 1.1 3b 5
13 Second stage of tertiary education, Ph.D. education 6 0.4 3b 6
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Highest level of education, Spain
Freq. Percent CASMIN ISCED
0 no studies/illiterate 21 2.8 1a 0
1 not completed primary education 52 6.9 1a 0
2 primary education 116 15.4 1b 1
3 degree of primary education 171 22.7 1b 2
4 vocational education, first cycle 63 8.3 1c 3
5 secondary education 89 11.8 2c_gen 3
6 vocational education, second cycle 80 10.6 2a 4
7 2 or 3 years higher education (not leading to university degree) 6 0.8 3a 4
8 polytechnical studies, short cycle technical architect 44 5.8 3a 5
9 other short cycle university degree (3 years) 15 2 3a 5
10 polytechnical studies, long cycle architect, engineer (5 years) 8 1 3b 5
11 other long cycle university degree (5 years) 79 10.5 3b 5
12 postgraduate degree 4 0.5 3b 5
13 doctoral degree 7 0.9 3b 6
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Steps to validate ESEC using measures of education

1. Although related, ESEC as measure of
   socio-economic position measures something
   different to educational performance -gt
   discriminant validity
2. Strong positive association between measures of
   education and ESEC in all countries
3. Strength of associations between education and
   ESEC should differ by country

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Step 1 Discriminant validity
Association among measures of educational
performance must be stronger than association
between educational performance and ESEC
national classification CASMIN ISCED ESEC
national classification
CASMIN
ISCED
ESEC
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Step 1 Discriminant validity (cont.)

• Potential issues at this step
• appropriate measure of association
• ESEC nominal, education nominal/ordinal
• proposed log-multiplicative models (RC II)

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Step 2 Strong and positive association between
measures of education and ESEC
All analyses concerning Step 2 are included in
previous step
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Step 3 Strength of association between education
and ESEC differ by country
Differing strength of association between
education and ESEC should resemble
well-established findings in the literature

• Association high in Germany compared to other
  Western industrialised countries
• Association relatively low in Great Britain
• Sweden should take a position in between
• Former communist countries should have very
  strong association

Measure uniform difference models
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Exemplifying validation steps using European
Social Survey (1)
Step 12 Calculating association among measures
of educational performance and ESEC for each
country e.g. Netherlands
national classification CASMIN ISCED ESEC
national classification
CASMIN 205
ISCED 157 200
ESEC 36 10 35
Numbers show association parameters from
log-multiplicative row and column effect model
(RC II) Problem in general structural zeros,
problem in current data small N
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Exemplifying validation steps using European
Social Survey (2)
UNIDIFF parameters for the association between
education (CASMIN) and class position (EGP)
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Highest level of education, Germany
Freq. Percent CASMIN ISCED






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Highest level of education, Sweden
Freq. Percent CASMIN ISCED
1 not finished elementary school 2 0.2 1a 0
2 elementary school, old 84 7.4 1b 1
3 elementary school 100 8.8 1b 1
4 lower secondary and elementary school, old 39 3.4 2b 2
5 vocational school 1963-1970 34 3 1c 2
6 2 year high school 220 19.3 2b 2
7 3-4 year high school prior 1995 167 14.7 2c_gen 3
8 vocational high school after 1992 36 3.2 2a 3
9 theoretical high school after 1992 15 1.3 2c_gen 3
10 university, no exam 117 10.3 2c_gen 5
11 university, exam less than 3 years 91 8 3a 5
12 university, exam more than 3 years 234 20.5 3b 6
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Highest level of education, Hungary
Freq. Percent CASMIN ISCED
1 never attented school 2 0.2 1a 0
2 1-4 form in primary school 7 0.7 1a 0
3 5-7 form in primary school 16 1.6 1a 0
4 completed primary school 195 19.4 1b 1
5 trade school 322 31.9 1c 2
6 not completed secondary school 27 2.7 2b 2
7 completed secondary school 263 26.1 2c_gen 3
9 college 98 9.7 3a ? 5
10 university 65 6.5 3b 6
11 postgraduate studies 8 0.8 3b 6
12 degree/phd 5 0.5 3b 6
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Occupational Status (ISEI) of male and female
respondents by country and different variables
of education

• Adjusted R-squared
• The National Educational Classification of
  Germany is not available for the
• ESS, Edition 5