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See Appendix J. 2.12 Table of Contents. Proposers shall include a Table of Contents that provides a guide to the organization and contents of the proposal.
Appendix tables and figures
If you include multiple tables or figures in a particular appendix the title of that appendix should describe the overall content of the appendix. This would
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If you include multiple tables or figures in a particular appendix the title of that appendix should describe the overall content of the appendix. This would
The appendix package
8 feb. 2020 conventions of the LATEX docstrip utility which enables the ... toc Put a header (e.g. 'Appendices') into the Table of Contents (the ToC).
Format Requirements for an Appendix
o The appendix (appendices) appears after the document text but before the References. o All appendices must be listed in your Table of Contents and have
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Each supplementary file should have its own appendix page and title which should be included in the table of contents. These pages should include a brief
Format Requirements for an Appendix (or Appendices)
o The appendix (appendices) appears after the document text but before the References. o All appendices must be listed in your Table of Contents and have
Appendix Table of Contents: Appendix Tables and Figures
15 mai 2017 Appendix Table 1: The Effect of Treatment on Individual State Test Scores ... Program Manager was brought onto the team to oversee the ...
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GUIDE TO THE PREPARATION OF THESIS
Table of Contents for Alternative Thesis Format (Main 2003 (Revision 2012-2013) as shown in Appendix F1 and Appendix F2.
The appendix package - Duke University
The functions oftheappendicesenvironment are usually accessed through the package optionsbut there are declarations that mey be used insted The options are: tocPut a header (e g `Appendices') into the Table of Contents (the ToC)before listing the appendices (This is done by calling theaddappheadtotoccommand )
Format Requirements for an Appendix (or Appendices)
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Formatting documents in APA style (7th Edition) with the apa7 LA TEX class? Formatting documents in APA style (7th Edition)with theapa7LATEX class? Daniel A Weiss† Released 2022/07/25 Abstract ThePublication Manualof the American Psychological Association iswidely used in the social sciences
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o This section is optional. o The appendix (appendices) appears after the document text, but before the References. o All appendices must be listed in your Table of Contents and have the same title format in the text and in the Table of Contents as your other chapter/section headings.
What are the formatting requirements for an appendix?
Format Requirements for an Appendix (or Appendices) o This section is optional. o The appendix (appendices) appears after the document text, but before the References. o All appendices must be listed in your Table of Contents and have the same title format in the text and in the Table of Contents as your other chapter/section headings.
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Referencing an appendix in LaTeX is as easy as any other chapter or object. You just have to put an anchor to it using label {name} and then you can reference the appendix using ref {name} . How do you add an appendix to a title?
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Appendices. An important thing to remember when dealing with appendices is that the Appendices section heading must be included in the Table of Contents, but each individual appendix cannot be included. In addition, if you have more than one appendix, you must include a List of Appendices section to your frontmatter. How do you list an appendices?
Appendix Table of Contents: Appendix Tables and Figures Appendix A: Implementation Guide ............................................................... 1 Appendix B: Data Description and Variable Construction....................................... 5 Appendix C: Cost-Benefit Analysis ............................................................... 12 Appendix D: Survey Measures and Materials ................................................... 18
Appendix Tables and Figures
AppendixTable 1:TheEffectof Treatmenton IndividualState TestScoresITT2SLS(Ev er)2SLS(Y ears)2SLS(Trainings)
20152016Pooled 20152016Pooled 20152016Pooled 20152016Pooled
(1)(2)(3) (4)(5)(6) (7)(8) (9)(10)(12) (13)High-StakesMath0.059
0.0030.032
0.0590.0030.034
0.0640.0020.028
0.0940.0050.052
(0.008)(0.008)(0.006) (0.008)(0.010)(0.007) (0.009)(0.006)(0.005) (0.013)(0.014)(0.010) N25,70326,584 52,28725,70326,584 52,28725,70326,584 52,28725,70326,584 52,287Firststagecoef ficient0.994
0.843 0.916 0.916 1.302 1.112 0.626 0.592 0.610 (0.001)(0.003)(0.002) (0.001)(0.006)(0.003) (0.002)(0.001)(0.001)High-StakesReading0.050
0.030 0.046 0.050 0.036 0.050 0.054 0.023 0.041 0.077 0.050 0.073 (0.008)(0.008)(0.006) (0.008)(0.009) (0.006)(0.008)(0.006) (0.005)(0.012)(0.013) (0.009) N34,79435,512 70,30634,79435,512 70,30634,79435,512 70,30634,79435,512 70,306Firststagecoef ficient0.994
0.847 0.919 0.917 1.329 1.125 0.646 0.608 0.628 (0.001)(0.003)(0.002) (0.001)(0.005)(0.003) (0.002)(0.001)(0.001)Notes:This tablereportsITT estimatesofthe effectsof ourmanagemente xperimentin Houstonon studentachiev ementonstate-mandatedtests.Treatment isassignedin thesamew ayinT able4.
Samplesarelimited tostudentswith av alidoutcomesubject testscore;unlik eTable 4,studentsare notrequiredtohave av alidtestscore inev erysubjectin ordertoenterthesample.T estingvariablesare
drawnfromdistricttestscore filesandare standardizedtoha vea meanofzero anda standarddeviation ofonewithin eachyearand gradeamongstudents withvalidtestscores.Columns(1)-(3)report
Intent-to-Treat(ITT)estimatesin eachyear. Columns(4)-(6)report 2SLSestimatesthat usetreatmentassignment toinstrumentfore verha vingattendeda treatmentschool.Columns (7)-(9)report2SLS
estimatesthatuse treatmentassignmentto instrumentforthe numberofyears spentin atreatmentschool. Columns(10)-(12)report 2SLSestimatesthat usetreatmentassignment toinstrumentfor the
percentofour managementtrainingsessions attendedbya student'sschool principal,measuredby attendance sheetsateach trainingov erthesummer of2014and2015.Allspe cificationscontrolfor 3
yearsofbaseline mathandreading scoresandtheir squares,indicatorsfor whetherthebaseline testw astaken inSpanish,indicators forwhetherbaseline scoresarefrom high-or low-stakes exams,and
matchedpairfix edef fects.Standarderrors,reportedinparentheses, arerobusttoheteroskedasticity .Significanceat the1%, 5%,and10% levels indicatedby***, **,and*, respectively.
AppendixTable 2:TheEffectof Treatmenton IndividualITBS TestScoresITT2SLS(Ev er)2SLS(Y ears)2SLS(Trainings)
(1)(2)(3) (4)Math0.046
0.046 0.050 0.076 (0.008)(0.008)(0.009) (0.014)N24,20824,208 24,20824,208
Firststagecoef ficient0.995
0.926 0.605 (0.001)(0.001)(0.002)Reading0.041
0.041 0.044 0.068 (0.008)(0.008)(0.009) (0.013)N24,34824,348 24,34824,348
Firststagecoef ficient0.995
0.926 0.606 (0.001)(0.001)(0.002)Science0.048
0.048 0.051 0.078 (0.009)(0.009)(0.010) (0.015)N24,44224,442 24,44224,442
Firststagecoef ficient0.995
0.926 0.606 (0.001)(0.001)(0.002)SocialStudies0.042
0.043 0.046 0.070 (0.009)(0.009)(0.010) (0.015)N24,43424,434 24,43424,434
Firststagecoef ficient0.995
0.926 0.605 (0.001)(0.001)(0.002)Notes:This tablereportsITTestimatesof theeffects ofourmanagement experimentin Houstononstudent achievement on
theIow aTestofBasicSkills(ITBS),a nationally-normedlow-stakestest.The sampleincludesall studentsenrolledin grades
1-8inone ofthe40 experimentalelementary andmiddleschools atthebe ginningofthe 2014-15schoolyear.HISD stopped
administeringlow-stak esexamsafterthe2014-15schoolyear .Treatmentisassigned asthefirstschoolattendedin 2014-15.
Samplesarelimited tostudentswith av alidoutcomesubject testscore;unlik eTable 4,studentsare notrequiredtohave a
validtestscoreine verysubject inorderto enterthesam ple.Testingvariablesaredrawn fromdistricttest scorefilesand are
standardizedtoha vea meanofzeroandastandarddeviationof onewithineach yearand gradeamongstudents withvalid
testscores.Column (1)reports Intent-to-Treat(ITT) estimateswithtreatment assignedbasedon thefirstschoolattendedin
2014-15.Column(2) reports2SLS estimatesthatuse treatmentassignmentto instrumentfore verha vingattended atreatment
school.Column(3) reports2SLSestimates thatusetreatment assignmenttoinstrument forthenumber ofyears spentina
treatmentschool. Column(4)reports 2SLSestimatesthat usetreatmentassignment toinstrument forthepercent ofour
managementtraining sessionsattended byastudent'sschoolprincipal, measuredbyattendance sheetsateach trainingov er
thesummer of2014.All specificationscontrolfor 3yearsof baselinemathand readingscores andtheirsquares, indicators
forwhetherthe baselinetestw astaken inSpanish,indicators forwhether baselinescoresarefromhigh-or low-stakesexams,
andmatchedpair fixed effects.Standard errors,reportedinparentheses,arerob usttoheteroskedasticity.Significance atthe
1%,5%,and 10%le velsindicated by***,**, and*,respectively.
AppendixTable 3:ActualHigh/LowImplementation andActualReturning/Ne wPrincipalT reatmentEffectsonHigh-Stakes Tests
FullSampleActual ReturningPrincipalActual NewPrincipal201520162015 201620152016
(1)(2)(3) (4)(5) (6)FullSample0.101
0.0200.142
0.1170.011-0.136
(0.014)(0.015)(0.017) (0.018)(0.023)(0.024)N25,39726,379 17,21017,1028,187 9,277
Above-Med.ActualImpl.Index0.187
0.044 0.202 0.130 0.120 -0.182 (0.020)(0.022)(0.023) (0.025)(0.039)(0.041)N13,49313,427 10,32510,0473,168 3,380
Below-Med.ActualImpl.Index 0.015-0.0090.065
0.089 -0.045-0.103 (0.020)(0.020)(0.026) (0.027)(0.028)(0.029)N11,90412,952 6,8857,0555,019 5,897
Above-Med.ActualPct.Trainings0.224
0.123 0.286 0.243 -0.003-0.177 (0.022)(0.023)(0.026) (0.028)(0.042)(0.041)N10,72511,468 8,4648,6432,261 2,825
Below-Med.ActualPct.Trainings 0.019-0.060
0.018-0.0280.010 -0.103
(0.017)(0.019)(0.022) (0.025)(0.027)(0.029)N14,67214,911 8,7468,4595,926 6,452
Notes:Thistable reportsITTestimates oftheef fectsofour managemente xperimentinHouston onstudentachie vementon high-stakestestscores
forhigh-and low-implementingprincipals whoeitherstayed forthesecondyearof theexperiment orleft.The sampleisthe sameasin Table4.
Testingvariablesaredra wnfromdistricttestscorefiles andarestandardized tohavea meanofzero andastandard deviationof onewithineach
yearandgrade amongstudentswith valid testscores.High-stak estestsare theStateof TexasAssessmentsofAcademic Readiness(STAAR) exams
inmathand reading(administeredin grades3-12). Thedependentv ariableisthe sumofstandardized mathandreading scores.Columns (1)-(2)
reportITTestimates oftheef fectoftreatment forthefull sample.Columns(3)-(4) reportITTestimatesofthe effectof treatmentforprincipals
whoreturnedto theirschoolsin thesecondyear oftreatment,and Columns(5)-(6)report ITTestimates inschoolswith principalturnov erbetween
thetwo yearsoftreatment.Therows furtherlimitthe samplebya school'sfidelity ofimplementation. Forexample,Row (2),Columns(3)-(4)
containtheITT estimatesforschools thatareare high-implementersandha vethe sameprincipal inbothyears ofthetreatment. Fordetails onall
variablesusedtosubsetthe sample,seethe OnlineAppendix.All specificationscontrolfor 3years ofbaselinemath andreadingscores andtheir
squares,indicatorsfor whetherthebaseline testwas takenin Spanish,indicatorsfor whetherbaseline scoresarefrom high-orlow-stakese xams,
andmatchedpair fixedef fects.Standarderrors, reportedinparentheses,arerobust toheteroskedasticity.Significance atthe1%, 5%,and10% levels
indicatedby***, **,and*, respectively . AppendixTable 4:SubsampleAnalysisbyImplementation Level, Alternative CutoffsHigh-StakesLow-Stakes
50thpctile(Main) 40thpctile60th pctile50thpctile (Main)40thpctile 60thpctile
(1)(2)(3) (4)(5) (6)HighImplementationInde x(Actual) 0.120
0.106 0.204 0.283 0.179 0.419 (0.015)(0.013)(0.017) (0.039)(0.035) (0.045) LowImplementationIndex(Actual) -0.001-0.008 -0.032quotesdbs_dbs3.pdfusesText_6[PDF] show me all country zip code
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