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A Comparison Of Two Methods For Estimating School Effects And Tracking Student Progress From Standardized Test Scores

Author

Listed:
  • Moshe Justman

    (BGU)

  • Brendan Houng

    (Melbourne Institute of Applied Economic and Social Research, University of Melbourne)

Abstract

This paper compares two leading approaches to analyzing standardized test data: leastsquares value-added analysis, used mainly to support accountability by identifying teacher and school effects; and Betebenner’s (2009) student growth percentiles method, which focuses on normative tracking of individual student progress. Applying both methods to analyze two-year progress in numeracy and reading in elementary and middle school, as reflected in Australian standardized test scores, we find that they produce similar quantitative indicators of both individual student progress and estimated school effects. This suggests that with minor modifications either methodology could be used for both purposes.

Suggested Citation

  • Moshe Justman & Brendan Houng, 2013. "A Comparison Of Two Methods For Estimating School Effects And Tracking Student Progress From Standardized Test Scores," Working Papers 1316, Ben-Gurion University of the Negev, Department of Economics.
    • Handle: RePEc:bgu:wpaper:1316
    as

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    References listed on IDEAS

    as
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    More about this item

    Keywords

    value-added analysis; student growth percentiles; NAPLAN;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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