/Research_Notes

School discipline and behavioral research and evaluation, including my own , consistently battles the critique that we arent considering (or measuring) the presence/dynamics/frequency/quality of parental interactions with teachers and parental participation at school. Part of this is clearly about measuring the influence of how families/homelife/parents shape behavior while at school (and sometimes this is treated as a scapegoat for teachers' limited ability to thwart discipline issues at school). However, a second piece of this is the often understudied nature of parental-teacher communication in improving student behavioral and other outcomes. This second line of inquiry spurs myriad questions about how and about the exact mechanism through which increased parental involvement/communication would ameliorate student discipline issues. In some evaluations, we have tried to answer these questions by proxying parental involvement/interest with a set of student, parent, and staff surv

Working with long IDs in Stata (and also more about -markstat-) In this example, I discuss some potential issues with using long IDs in Stata and how to avoid them. The problems presented below are separate from precision issues with large numeric values (that is, large in terms of number of places, including precise decimal representations). I previously discussed precision issues that are alleviated by using double or string format at this link. Long IDs and -levelsof- First, let’s create some fake data for this session: . clear . input campus campus 1. 11990 2. 119902041 3. 243905112 4. 243905129 5. 243905131 6. 244903001 7. 00244903041 8. end . g x = cond(_n<4, 1, 0, .) . desc Contains data obs: 7 vars: 2 size: 112 ──────────────────────────────────────────────────────────────────────────────────────