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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. Copyright 2006 Blackwell Publishing Ltd.

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Bibliographic Info

Article provided by Department of Economics, University of Oxford in its journal Oxford Bulletin of Economics & Statistics.

Volume (Year): 68 (2006)
Issue (Month): 2 (04)
Pages: 203-224

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Handle: RePEc:bla:obuest:v:68:y:2006:i:2:p:203-224

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Cited by:
  1. Fiona Steele & Anna Vignoles & Andrew Jenkins, 2007. "The effect of school resources on pupil attainment: a multilevel simultaneous equation modelling approach," LSE Research Online Documents on Economics, London School of Economics and Political Science, LSE Library 26481, London School of Economics and Political Science, LSE Library.
  2. Ooghe, Erwin & Schokkaert, Erik, 2013. "School Accountability: Can We Reward Schools and Avoid Pupil Selection?," IZA Discussion Papers 7420, Institute for the Study of Labor (IZA).

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