Comparing Least-Squares Value-Added Analysis and Student Growth Percentile Analysis for Evaluating Student Progress and Estimating School Effects
AbstractThis 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.
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Bibliographic InfoPaper provided by Melbourne Institute of Applied Economic and Social Research, The University of Melbourne in its series Melbourne Institute Working Paper Series with number wp2013n07.
Length: 29 pages
Date of creation: Mar 2013
Date of revision:
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Postal: Melbourne Institute of Applied Economic and Social Research, The University of Melbourne, Victoria 3010 Australia
Phone: +61 3 8344 2100
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More information through EDIRC
Value-added analysis; student growth percentiles; NAPLAN;
Find related papers by JEL classification:
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
This paper has been announced in the following NEP Reports:
- NEP-ALL-2013-03-23 (All new papers)
- NEP-EDU-2013-03-23 (Education)
- NEP-URE-2013-03-23 (Urban & Real Estate Economics)
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