Effectiveness Measures for Cross-Sectional Studies: A Comparison of Value-Added Models and Contextualised Attainment Models

Autor/in	Lenkeit, Jenny
Titel	Effectiveness Measures for Cross-Sectional Studies: A Comparison of Value-Added Models and Contextualised Attainment Models
Quelle	In: School Effectiveness and School Improvement, 24 (2013) 1, S.39-63 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2012.680892
Schlagwörter	Academic Achievement; Mathematics Achievement; Program Effectiveness; Foreign Countries; Feedback (Response); Family Characteristics; Numeracy; Case Studies; Comparative Analysis; Models; Outcomes of Education; Scores; Accountability; Achievement Gains; Reading Achievement; Grade 6; Grade 4; Grade 5; Elementary School Students; Germany; Germany (Berlin) + Suchen Sie Ihr Suchwort? Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Rechenkompetenz; Case study; Fallstudie; Case Study; Analogiemodell; Lernleistung; Schulerfolg; Verantwortung; Achievement gain; Leistungssteigerung; Leseleistung; School year 06; 6. Schuljahr; Schuljahr 06; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Deutschland
Abstract	Educational effectiveness research often appeals to "value-added models (VAM)" to gauge the impact of schooling on student learning net of the effect of student background variables. A huge amount of cross-sectional studies do not, however, meet VAM's requirement for longitudinal data. "Contextualised attainment models (CAM)" measure the influence of schools on student outcomes controlling for family background characteristics in cross-sectional studies. It is argued that the latter are adequate substitutes for student prior attainment. Drawing on data from a 3-point longitudinal study in the city of Berlin, Germany (n = 3,074), reading and mathematics achievement of primary students are investigated to assess effectiveness measures of schools. Estimates are compared for a 3-level growth curve analysis (VAM), a hierarchical linear model controlling for background characteristics (CAM), and one additionally controlling for prior achievement scores (prior attainment model). The article contributes to the enhancement of a feedback culture for cross-sectional study results. (Contains 5 tables, 5 figures and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10