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301 Moved Permanently - mlwin.com
HTTP Status: 301
User-Agent: Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; [email protected])
Date: Sun, 18 May 2025 05:06:58 GMT
Server: Apache
Location: https://www.bristol.ac.uk/cmm/
Content-Length: 238
Connection: close
Content-Type: text/html; charset=iso-8859-1
Set-Cookie: BIGipServerWEB-DC3-UOB-TCP443-POOL=2433031084.47873.0000; path=/; Httponly; Secure

HTTP Code 301 Moved Permanently

301 status code means that the requested resource has been permanently moved to a new URL. All future requests should use the new address.

When is Code 301 used?

  • When changing a website domain
  • When modifying URL structures
  • When setting up redirects for SEO

What does Code 301 mean for the user?

The browser will automatically redirect the user to the new address, and search engines will update their indexes.

302 Found - http://www.bris.ac.uk/cmm/
HTTP Status: 302
User-Agent: Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; [email protected])
Location: https://www.bris.ac.uk/cmm/
Server: BigIP
Connection: Keep-Alive
Content-Length: 0

HTTP Code 302 Found (Moved Temporarily)

302 status code indicates that the requested resource is temporarily available at a different URL.

When is Code 302 used?

  • When temporarily changing a page URL
  • When testing new content
  • During temporary maintenance

What does Code 302 mean for the user?

The user is automatically redirected to the new URL, but search engines continue to index the old address.

200 OK - https://www.bris.ac.uk/cmm/
HTTP Status: 200
User-Agent: Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; [email protected])
Date: Sun, 18 May 2025 05:06:59 GMT
Server: Apache
Last-Modified: Tue, 08 Apr 2025 15:10:02 GMT
ETag: "7e6e-63245bf3834e9"
Accept-Ranges: bytes
Content-Length: 32366
Content-Type: text/html; charset=utf-8
Connection: close
Set-Cookie: BIGipServerWEB-DC2-UOB-TCP443-POOL=2047482540.47873.0000; path=/; Httponly; Secure

HTTP Code 200 OK

200 status code is a standard successful HTTP server response. It means that the client’s request (e.g., from a browser) was successfully processed, and the server is delivering the requested data.

When is Code 200 used?

  • When loading a web page
  • When successfully receiving an API response
  • When processing a form or another HTTP request

What does Code 200 mean for the user?

The user receives content without errors, and the page or application functions properly. If Code 200 is accompanied by data, the browser or program processes and displays it to the user.

GET / HTTP/1.1
Host: mlwin.com
Accept: */*
User-Agent: Mozilla/5.0 AppleWebKit/537.36 (KHTML, like Gecko; compatible; ClaudeBot/1.0; [email protected])

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<h1><a href="/cmm/">Centre for Multilevel Modelling</a></h1>
    
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<div class="lead-in main-col-child">

  
  <p>The Centre for Multilevel Modelling (CMM) is a research centre based at the University of Bristol.  Our researchers are drawn from the <a href="/education/" title="University of Bristol - School of Education">School of Education</a>. We collaborate with a range of researchers in the <a href="/geography/" title="School of Geographical Sciences">School of Geographical Sciences</a>, <a href="/medical-school/research/population-health-sciences/" title="Population Health Sciences">Population Health Sciences</a> and <a href="/vet-school/" title="Bristol Veterinary School">Bristol  Veterinary School</a> working with <a href="/cmm/learning/multilevel-models/" title="multilevel models | Links to: Multilevel models">multilevel models</a>.</p>
</div>
<div class="main-col-child "><p><span>Multilevel Modelling is one of the basic techniques used in quantitative social science research for modelling data with complex hierarchical structures. The Multilevel Modelling research theme focuses on producing new statistical methods for tackling research questions, developing new software for implementing this methodology and disseminating these techniques to the national and international social science community.</span></p></div><div class="main-col-child">
    <h2><a href="/cmm/research/">Research</a></h2>
<p>We develop new statistical methodologies and implement them in various software tools in order to address unsolved issues in quantitative modelling of social processes.</p>
    <div class="dropdown">
        <h2 class="dropdown-heading">Understanding intersectionality: developing intersectional quantitative methods</h2>
        <div class="dropdown-content">
            <p>This project aims to refine and disseminate a recently proposed multilevel modelling approach to studying intersectionality of individual outcomes. That is, the notion that&nbsp;individuals' various social and political identities result in unique combinations of discrimination and privilege.&nbsp;<a href="https://gtr.ukri.org/projects?ref=ES%2FX011313%2F1">More information</a></p>
        </div>
        
        
        <h2 class="dropdown-heading" >The Bias In Primary Education Project (BIPE Project)</h2>
        <div class="dropdown-content">
            <p>Quite recently, teachers were asked to predict students&rsquo; GCSE and A-level marks because exams could not take place due to the Covid-19 crisis. This sparked public debates about a concern that has been frequently highlighted over the last decades: teacher judgements might be biased putting students from certain groups of the population at disadvantage.</p>
<p>Social or ethnic teacher bias is problematic because teachers have an important influence on students&rsquo; self-esteem, academic motivation and school achievement. Moreover, in many countries they make critical decisions about ability groupings, school tracking and grade retention. If teachers underassess the performance, effort or enjoyment in school of certain students, they can harm students&rsquo; self-esteem and hinder them to achieve the education and life outcomes they could have attained through their abilities. Research shows that positive teacher-student relationships, which are characterised by openness and mutual understanding, are highly beneficial for students, especially in primary school. Teachers&rsquo; inaccurate and possibly biased perceptions of students can be detrimental for teacher-student relationships. <a href="https://bipeproject.blogs.bristol.ac.uk/">More information</a></p>
        </div>
        
        
        <h2 class="dropdown-heading" >The 2020 GCSE and A-level 'exam grades fiasco'</h2>        
        <div class="dropdown-content">
            <p><span>The awarding of the 2020 GCSE and A-Level exam grades in England was widely viewed as a &lsquo;fiasco&rsquo;. When COVID-19 forced the cancellation of exams, DfE and Ofqual asked centres (schools and colleges) to submit Centre Assessment Grades (CAGs) and rankings. Namely, the grades and rank orders within their centres that teachers thought students would have achieved had they sat their exams. Ofqual, tasked with preventing grade inflation and ensuring grading consistency, viewed students&rsquo; CAGs as overly optimistic and so replaced them with calculated grades predicted via their Direct Centre-level Performance (DCP) algorithm.&nbsp;<span>The result was that 40% of CAGs were downgraded by one or more grades. After public outcry,&nbsp;<span>Education Secretary Gavin Williamson instructed Ofqual to revert to the original CAGs.</span>&nbsp;<span>Students are accepted into universities and employment based on their GCSE and A-level grades. Their grades directly impact their immediate future. It is therefore vitally important for society to understand the extent to which students&rsquo; grades were unfairly awarded in 2020 and 2021 with biases potentially varying across individual centres and by student and school characteristics.&nbsp;</span></span></span>Our overarching aim is therefore to conduct an independent and rigorous secondary data analysis of the 2020 and 2021 GCSE and A-level exam grades to explore not just what went wrong statistically, but to identify what could be improved statistically when predicting grades in future years.&nbsp;<a href="https://www.bristol.ac.uk/cmm/research/grade/">More information</a></p>
        </div>
        
        
        <h2 class="dropdown-heading" >The role of sample characteristics in the stability of value-added estimates of school effects</h2>        
        <div class="dropdown-content">
            <p>This project aims to better understand&nbsp; multilevel models for studying the stability of school value-added effects for school accountability and improvement. Particular focus will be on studying their sensitivity to sample size requirements, student mobility, and changing student intake sociodemographic composition.&nbsp;<a href="https://www.kuleuven.be/onderzoek/portaal/#/projecten/3H230186">More information</a></p>
        </div>        
        
        
        <h2 class="dropdown-heading" >Gallery of Multilevel Papers</h2>        
        <div class="dropdown-content">
            <p><a href="https://www.cmm.bris.ac.uk/gallery/">Gallery of Multilevel Papers</a></p>
        </div>

        
        

        
        

    </div>
</div><div class="main-col-child "><h2><a href="/cmm/software/">Software</a></h2>
<div class="image-right-noborder"><img src="/media-library/sites/cmm/migrated/images/mlwin.gif" alt="80 px * 80 px" width="80" height="80" /></div>
<p>The Centre for Multilevel Modelling's own software enables quantitative social science researchers to become effective multilevel modelling practitioners.</p>
<ul>
<li><a href="/cmm/software/mlwin/ordering/index.html" title="Buy MLwiN | Links to: Order MLwiN">Purchase MLwiN</a></li>
<li><a href="/cmm/software/mlwin/download/upgrades.html" title="MLwiN free download | Links to: MLwiN upgrades">Upgrade to latest version</a></li>
<li><a href="https://www.cmm.bris.ac.uk/clients/reqform/" title="MLwiN free download | Links to: MLwiN UK-academic free download">Download for free</a> <em>if</em> you are a UK academic</li>
<li>Software help: <a href="/cmm/software/support/support-faqs/" title="MLwiN FAQs">MLwiN FAQs</a>, <a href="http://www.cmm.bristol.ac.uk/forum/" title="MLwiN user Forum">MLwiN user forum</a>.</li>
</ul></div><div class="main-col-child">
    <h2><a href="/cmm/learning/">Learning</a></h2>
    <div class="dropdown">
        <h2 class="dropdown-heading">Introduction to Multilevel Modelling Using MLwiN, R or Stata in-person and online training course</h2>
        <div class="dropdown-content">
            <p>This three-day course held in January and July every year provides an introduction to multilevel modelling and includes software practicals in your choice of software: MLwiN, R or Stata. We focus on multilevel modelling for continuous and binary responses (dependent or outcome variables) when the data are clustered (nested or hierarchical). <a href="https://www.bristol.ac.uk/cmm/software/support/workshops/">More information</a></p>
        </div>
        
        
        <h2 class="dropdown-heading" >Online course</h2>
        <div class="dropdown-content">
            <p>Graduated modules starting from an introduction to quantitative research, progressing to multilevel modelling of continuous and binary data. <a href="/cmm/learning/online-course/">More information</a>&nbsp;and&nbsp;<a href="/cmm/learning/online-course/course-topics.html">course modules.</a></p>
        </div>
        
        
        <h2 class="dropdown-heading" >Videos and voice-over presentations</h2>        
        <div class="dropdown-content">
            <p>Including&nbsp;<a href="/cmm/learning/videos/random-intercepts.html">Random Intercept Models</a>,&nbsp;<a href="/cmm/learning/videos/residuals.html">Residuals</a>,&nbsp;<a href="/cmm/learning/videos/measuring-dep.html">Measuring Dependency</a>,&nbsp;<a href="/cmm/learning/videos/correlation.html">Covariance and Correlation Matrices</a>, and&nbsp;<a href="/cmm/learning/videos/random-slopes.html">Random Slope Models</a>. &nbsp;<a href="/cmm/learning/videos/">More information</a>.</p>
        </div>
        
        
        <h2 class="dropdown-heading" >Advanced Quantitative Methods in Social Sciences and Health</h2>        
        <div class="dropdown-content">
            <p>The Advanced Quantitative Methods (AQM) pathway of the SWDTP offers ESRC +3 and 1+3 postgraduate research training in the application of advanced quantitative methods in the social sciences and health.&nbsp;<a href="https://www.swdtp.ac.uk/prospective-students-and-fellows/aqm/">More information</a>.</p>
        </div>        
        
        

        
        

        
        

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    <p>If you would like to be informed of future workshops, you can subscribe to the <a href="/cmm/contact/index.html#contact" title="Contacts">Centre for Multilevel Modelling Newsletter</a>.</p>
<p><a href="/cmm/software/support/workshops/materials/" title="Learning materials from previous workshops | Links to: Previous workshop presentations">Learning materials from previous workshops</a>.</p>
</div><!-- start content : advanced - right - news -->

<div class="module right-col">
<h2 class="module-heading">News</h2>
<ul class="list-no-style list-news"><!-- Start homepagenews item -->
<li class="news-listing-story">
    <a href="/cmm/news/2025/143.html">
        <span class="news-title">
        
        Introduction to Multilevel Modelling Using MLwiN, R or Stata, 9-11 July 2025
        
        </span>
    </a>	
    <span class="news-date weak">25 March 2025</span>					
</li>
<!-- End homepagenews item --><!-- Start homepagenews item -->
<li class="news-listing-story">
    <a href="/cmm/news/2025/142.html">
        <span class="news-title">
        
        An Introduction to Multilevel Modelling for Intersectionality Research: The MAIHDA Approach, 19th June 2025
        
        </span>
    </a>	
    <span class="news-date weak">4 March 2025</span>					
</li>
<!-- End homepagenews item --><!-- Start homepagenews item -->
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    <a href="/cmm/news/2024/141.html">
        <span class="news-title">
        
        MLPowSim 1.1.2 released
        
        </span>
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    <span class="news-date weak">31 October 2024</span>					
</li>
<!-- End homepagenews item --></ul>

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