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Comparing Least-Squares Value-Added Analysis and Student Growth Percentile Analysis for Evaluating Student Progress and Estimating School Effects

Author

Listed:
  • Brendan Houng

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

  • Moshe Justman

    (Melbourne Institute of Applied Economic and Social Research, The University of Melbourne; and Department of Economics, Ben Gurion University, Israel)

Abstract

This paper compares two functionally different approaches to analyzing standardized test data: least-squares based value-added analysis, geared principally to supporting teacher and school accountability; and Betebenner’s (2009) student growth percentiles, which focuses primarily on tracking individual student progress in a normative context and projecting probable trajectories of future performance. Applying the two methods to Australian standardized numeracy and reading test scores (NAPLAN) in grades 3 to 5 and 7 to 9, we find that although they are used differently, the two methods share key structural elements, and produce similar quantitative indicators of both individual student progress and estimated school effects.

Suggested Citation

  • Brendan Houng & Moshe Justman, 2013. "Comparing Least-Squares Value-Added Analysis and Student Growth Percentile Analysis for Evaluating Student Progress and Estimating School Effects," Melbourne Institute Working Paper Series wp2013n07, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
    • Handle: RePEc:iae:iaewps:wp2013n07
    as

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    File URL: http://melbourneinstitute.unimelb.edu.au/downloads/working_paper_series/wp2013n07.pdf
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    References listed on IDEAS

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    Cited by:

    1. Katherine E. Castellano & Andrew D. Ho, 2015. "Practical Differences Among Aggregate-Level Conditional Status Metrics," Journal of Educational and Behavioral Statistics, , vol. 40(1), pages 35-68, February.
    2. Brendan Houng & Moshe Justman, 2015. "Out-Of-Sample Predictions Of Access To Higher Education And School Value-Added," Working Papers 1511, Ben-Gurion University of the Negev, Department of Economics.
    3. Kevin Pugh & Gigi Foster, 2014. "Australia's National School Data and the ‘Big Data’ Revolution in Education Economics," Australian Economic Review, The University of Melbourne, Melbourne Institute of Applied Economic and Social Research, vol. 47(2), pages 258-268, June.

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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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