A Comparison of Value-Added Models for School Accountability

Autor/inn/en	Leckie, George; Prior, Lucy
Titel	A Comparison of Value-Added Models for School Accountability
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 3, S.431-455 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Leckie, George) ORCID (Prior, Lucy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2022.2032763
Schlagwörter	Value Added Models; Accountability; Secondary Schools; Educational Practices; Foreign Countries; Academic Achievement; Scores; Evaluation Methods; Effect Size; Statistical Significance; Correlation; United Kingdom (England) + Suchen Sie Ihr Suchwort? Verantwortung; Sekundarschule; Bildungspraxis; Ausland; Schulleistung; Korrelation
Abstract	School accountability systems increasingly hold schools to account for their performances using value-added models purporting to measure the effects of schools on student learning. The most common approach is to fit a linear regression of student current achievement on student prior achievement, where the school effects are the school means of the predicted residuals. In the literature, further adjustments are usually made for student sociodemographics and sometimes school composition and "non-malleable" characteristics. However, accountability systems typically make fewer adjustments: for transparency to end users, because data are unavailable or of insufficient quality, or for ideological reasons. There is therefore considerable interest in understanding the extent to which simpler models give similar school effects to more theoretically justified but complex models. We explore these issues via a case study and empirical analysis of England's "Progress 8" secondary school accountability system. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01