List of figures
p. 9
Texte intégral
Figure 1 |
Multiple correspondence analysis: conceptual diagram |
26 |
Figure 2 |
Cluster analysis and contingency tables: conceptual diagram |
27 |
Figure 3 |
Multiple discriminant analysis: conceptual diagram |
28 |
Figure 4 |
manova: conceptual diagram |
29 |
Figure 5 |
Multilevel model: conceptual diagram |
30 |
Figure 6 |
mca solution space |
33 |
Figure 7 |
Histogram for ses index |
35 |
Figure 8 |
Relation between saberpro and saber 11 |
37 |
Figure 9 |
Relation between saber 11 and ses |
40 |
Figure 10 |
Relation between saberpro and ses |
41 |
Figure 11 |
Group graphs for saberpro |
47 |
Figure 12 |
Group graphs for saber 11 |
50 |
Figure 13 |
Means for Critical Reading |
59 |
Figure 14 |
Means for Quantitative Reasoning |
60 |
Figure 15 |
Cook’s distance for Critical Reading and Quantitative Reasoning |
62 |
Figure 16 |
Standardized residuals and predicted values |
63 |
Figure 17 |
Standard deviations by means |
64 |
Figure 18 |
Factor plot for saber 11 |
67 |
Figure 19 |
Model 4 for Quantitative Reasoning |
70 |
Figure 20 |
Variance Functions for Quantitative Reasoning |
70 |
Figure 21 |
Model 8 for Critical Reading |
74 |
Figure 22 |
Variance Functions for Critical Reading |
74 |
Figure 23 |
Model 9 for Quantitative Reasoning |
76 |
Figure 24 |
Variance Functions for Quantitative Reasoning |
77 |
Figure 25 |
Model 10 for Critical Reading |
78 |
Figure 26 |
Variance Functions for Critical Reading |
78 |
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Socioeconomic Factors and Outcomes in Higher Education
A Multivariate Analysis
Carlos Felipe Rodríguez Hernández
2016