Variation, Context, and Inequality: Comparing Models of School Effectiveness in Two States in India

Autor/in	Moore, Rhiannon
Titel	Variation, Context, and Inequality: Comparing Models of School Effectiveness in Two States in India
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 4, S.588-609 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moore, Rhiannon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2022.2089169
Schlagwörter	Comparative Analysis; School Effectiveness; Institutional Evaluation; Foreign Countries; Outcomes of Education; Developing Nations; Models; Evaluation Methods; Value Added Models; Educational Quality; School Surveys; Longitudinal Studies; Secondary School Students; Secondary School Teachers; Grade 9; Teacher Attitudes; Student Attitudes; Indians; Student Characteristics; Equal Education + Suchen Sie Ihr Suchwort? Schuleffizienz; Ausland; Lernleistung; Schulerfolg; Developing country; Developing countries; Entwicklungsland; Analogiemodell; Quality of education; Bildungsqualität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerverhalten; Schülerverhalten; Inder
Abstract	Existing research on "school effectiveness" indicates that differences at the school level contribute significantly towards variation in student outcomes; however, less is known about the effectiveness of schooling in low- and middle-income countries (LMICs). This paper addresses this gap using quantitative analysis of data from two states in India. It compares four multilevel model specifications to explore how school performance can be measured in the Indian context. The analysis reveals a large "school effect", while also offering evidence that a considerable proportion of between-school variation stems from student intake. Findings suggest that school "value-added" models could offer better understanding of school performance and learning equity in India, and indicate the importance of recognising how differences in model specification affect those schools identified as "more effective". (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01