期刊
JOURNAL OF EDUCATIONAL AND BEHAVIORAL STATISTICS
卷 -, 期 -, 页码 -出版社
SAGE PUBLICATIONS INC
DOI: 10.3102/10769986231210808
关键词
school value-added models; mixed-effect models; mixed-effects location scale models; school effectiveness; school accountability
School value-added models are important for studying and monitoring school differences in student learning. This article argues that studying the variance in student achievement within each school can provide further insights, including identifying schools with unusually high or low achievement, even after accounting for differences in student intakes.
School value-added models are widely applied to study, monitor, and hold schools to account for school differences in student learning. The traditional model is a mixed-effects linear regression of student current achievement on student prior achievement, background characteristics, and a school random intercept effect. The latter is referred to as the school value-added score and measures the mean student covariate-adjusted achievement in each school. In this article, we argue that further insights may be gained by additionally studying the variance in this quantity in each school. These include the ability to identify both individual schools and school types that exhibit unusually high or low variability in student achievement, even after accounting for differences in student intakes. We explore and illustrate how this can be done via fitting mixed-effects location scale versions of the traditional school value-added model. We discuss the implications of our work for research and school accountability systems.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据