Dear Linda, I want to examine the relationship between listening and reading comprehension with school grades (g1/ g2). In the sample (N ~= 500) there are two different school types (st1/ st2) and two grades (9th/ 10th grade). (However, one cell in this pattern is missging, i.e., no 10th grade in st2.) I wonder what would be the most elegant way to handle the fact that grading is at least school type and grade specific? Put differently, how to account for clustering of the covariates only (without influencing the covariance structure of the measurement part of the model)?
Thanks for your quick reply. In principle that's true, of course. However, I'm not primarily interested in the effects you mentioned and, luckily, I can put the clusters in a definite order of increasing ability: 1 = 9th grade/ st1 2 = 9th grade/ st2 3 = 10th grade/ st2 That is my variable "cluster".
Is it correct to model the effect the following way?
c BY u1, u2, u3, u4, u5 ; cluster ON g1 g2 ; g1 g2 WITH c ;