# Parameter parameter estimate standard error of

• Notes
• 128

This preview shows page 100 - 103 out of 128 pages.

##### We have textbook solutions for you!
The document you are viewing contains questions related to this textbook.
The document you are viewing contains questions related to this textbook.
Chapter 3 / Exercise 24
Introduction to Probability and Statistics
Beaver/Mendenhall
Expert Verified
Parameter Parameter estimate Standard error of estimate Test for H0: Parameter=0 Prob>|T| Comment Intercept 0.19 1.104 0.176 0.861 ddiscat3.1 0.16 0.971 0.169 0.866 ddiscat3.2 0.27 1.022 0.261 0.795 ddiscat3.3 0.57 34.718 0.016 0.987 Unstable Standard Error Leiter-R Attention Sustained score, age 5 -0.04 0.065 -0.677 0.5 Note: ddiscat3.1 = Deafness, hearing impairment, orthopedic impairment, other health impairment, speech or language impairment, visual impairment/blindness, and other; ddiscat3.2 = Development delay; ddiscat3.3 = Autism; disability categories were combined to increase cell sizes.
##### We have textbook solutions for you!
The document you are viewing contains questions related to this textbook.
The document you are viewing contains questions related to this textbook.
Chapter 3 / Exercise 24
Introduction to Probability and Statistics
Beaver/Mendenhall
Expert Verified
D-1 Appendix D: Standard Error Tables EDITOR’S NOTE: The tables in appendix B contain standard errors for the corresponding tables in the main body of the report. For example, table D-5 contains the standard errors for table 5. Table D-12. Standard error for the percentage of young children who received preschool special education services during the 2003-04 school year who received additional services and stopped services in 2004-05, by transition between 2003-04 and 2004-05 Transition status Total Made no grade transition Transitioned from preschool to kindergarten Transitioned from kindergarten to first grade Received service in 2003-04 Speech therapy 1.2 1.3 2.2 2.4 Occupational therapy 1.9 2.3 2.6 5.7 Physical therapy 2.0 2.1 2.8 4.9 Special instruction 2.8 2.6 4.3 5.9 Tutoring 1.8 2.4 2.4 2.4 Other 0.6 1.0 1.1 2.0 Received additional service in 2004-05 Speech therapy 0.3 0.5 0.9 0.4 Occupational therapy 1.2 1.3 1.8 3.3 Physical therapy 0.7 1.1 0.9 1.4 Special instruction 1.3 1.5 2.1 4.7 Tutoring 1.1 1.0 2.1 5.9 Other 1.3 1.2 2.5 Stopped service in 2004-2005 Speech therapy 0.7 0.9 1.2 2.3 Occupational therapy 1.1 1.2 1.8 5.0 Physical therapy 1.3 2.1 1.6 4.9 Special instruction 1.5 2.0 2.8 2.6 Tutoring 1.5 1.3 2.9 3.0 Other 0.6 1.2 1.1 ‡ Reporting standards not met. SOURCE: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education Longitudinal Study (PEELS), “Elementary School Teacher Questionnaire,” “Kindergarten Teacher Questionnaire,” “Early Childhood Teacher Questionnaire,” and “Parent interview,” previously unpublished tabulation (February 2007).
D-2 Table D-13. Standard error for the percentage of young children who received preschool special education services during the 2004-05 school year who received additional services and stopped services in 2005-06, by transition between 2004-05 and 2005-06 Transition status Total Made no grade transition Transitioned from preschool to kindergarten Transitioned from kindergarten to first grade Received service in 2004-05 Speech therapy 1.0 2.1 1.7 1.8 Occupational therapy 1.7 3.5 2.5 2.3 Physical therapy 1.5 3.4 2.3 2.8 Special instruction 1.6 2.8 2.9 3.3 Tutoring 1.7 3.5 2.2 2.5 Other 0.8 1.3 1.2 1.9 Received additional service in 2005-06 Speech therapy 0.3 0.6 0.5 0.3 Occupational therapy 0.9 2.6 1.2 2.2 Physical therapy 0.8 1.7 1.9 1.0 Special instruction 1.2 1.8 2.2 2.5 Tutoring 1.5 3.2 2.3 2.5 Other 0.7 1.5 0.6 1.0 Stopped service in 2005-2006 Speech therapy 0.8 1.1 1.4 1.2 Occupational therapy 0.7 2.0 1.4 1.1 Physical therapy 0.8 1.6 1.1 1.4 Special instruction 0.9 1.7 1.6 1.2 Tutoring 1.7 3.3 2.2 2.6 Other 0.9 0.6 1.6 1.9 SOURCE: U.S. Department of Education, National Center for Special Education Research, Pre-Elementary Education