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An Analysis of the Value Added by Secondary Schools in England: Is the Value Added Indicator of Any Value?

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  • Jim Taylor
  • Anh Ngoc Nguyen

Abstract

This paper argues that the value added score published for all publicly funded secondary schools in England is an unreliable indicator of school performance. A substantial proportion of the between‐school variation in the value added score is accounted for by factors outside the school's control. These factors include several pupil‐related variables such as the proportion of pupils on free school meals, the authorized absence rate of pupils and the proportion of pupils from ethnic minority backgrounds. The value added score is also related to several school characteristics such as the school's admission policy and its subject specialism. The main policy recommendation of this paper is that the value added score should not be used as a performance indicator, but should be used to gain a better understanding of why the value added score varies between schools.

Suggested Citation

  • Jim Taylor & Anh Ngoc Nguyen, 2006. "An Analysis of the Value Added by Secondary Schools in England: Is the Value Added Indicator of Any Value?," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 68(2), pages 203-224, April.
    • Handle: RePEc:bla:obuest:v:68:y:2006:i:2:p:203-224
    DOI: 10.1111/j.1468-0084.2006.00159.x
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    References listed on IDEAS

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    1. Eric A. Hanushek, "undated". "The Evidence on Class Size," Wallis Working Papers WP10, University of Rochester - Wallis Institute of Political Economy.
    2. Andrew Jenkins & Rosalind Levacic, 2004. "Evaluating the Effectiveness of Specialist Schools," CEE Discussion Papers 0038, Centre for the Economics of Education, LSE.
    3. Rosalind Levacic & Stephen Machin & David Reynolds & Anna Vignoles & James Walker, 2000. "The Relationship between Resource Allocation and Pupil Attainment: A Review," CEE Discussion Papers 0002, Centre for the Economics of Education, LSE.
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    Cited by:

    1. repec:lan:wpaper:991 is not listed on IDEAS
    2. Erwin Ooghe & Erik Schokkaert, 2016. "School accountability: can we reward schools and avoid pupil selection?," Social Choice and Welfare, Springer;The Society for Social Choice and Welfare, vol. 46(2), pages 359-387, February.
    3. Isabella Sulis & Mariano Porcu & Vincenza Capursi, 2019. "On the Use of Student Evaluation of Teaching: A Longitudinal Analysis Combining Measurement Issues and Implications of the Exercise," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 142(3), pages 1305-1331, April.
    4. Ian Gordon & Vassilis Monastiriotis, 2007. "Education, Location, Education: A Spatial Analysis of English Secondary School Public Examination Results," Urban Studies, Urban Studies Journal Limited, vol. 44(7), pages 1203-1228, June.
    5. Fiona Steele & Anna Vignoles & Andrew Jenkins, 2007. "The effect of school resources on pupil attainment: a multilevel simultaneous equation modelling approach," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 170(3), pages 801-824, July.
    6. repec:lan:wpaper:977 is not listed on IDEAS
    7. J Taylor, 2007. "The impact of the specialist schools programme on exam results," Working Papers 582526, Lancaster University Management School, Economics Department.

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