A Comparison Of Two Methods For Estimating School Effects And Tracking Student Progress From Standardized Test Scores
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.
|Date of creation:||2013|
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Web page: http://www.bgu.ac.il/econ
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- Lorraine Dearden & John Micklewright & Anna Vignoles, 2011.
"The Effectiveness of English Secondary Schools for Pupils of Different Ability Levels,"
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- Dearden, Lorraine & Micklewright, John & Vignoles, Anna, 2011. "The Effectiveness of English Secondary Schools for Pupils of Different Ability Levels," IZA Discussion Papers 5839, Institute for the Study of Labor (IZA).
- Lorraine Dearden & John Micklewright & Anna Vignoles, 2011. "The effectiveness of English secondary schools for pupils of different ability levels," DoQSS Working Papers 11-06, Department of Quantitative Social Science - UCL Institute of Education, University College London.
- Cory Koedel & Mark Ehlert & Eric Parsons & Michael Podgursky, 2012. "Selecting Growth Measures for School and Teacher Evaluations," Working Papers 1210, Department of Economics, University of Missouri.
- Cory Koedel & Mark Ehlert & Eric Parsons & Michael Podgursky & P. Brett Xiang, 2014. "Selecting Growth Measures for School and Teacher Evaluations," Working Papers 1401, Department of Economics, University of Missouri.
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- Daniel F. McCaffrey & J. R. Lockwood & Daniel Koretz & Thomas A. Louis & Laura Hamilton, 2004. "Models for Value-Added Modeling of Teacher Effects," Journal of Educational and Behavioral Statistics, , vol. 29(1), pages 67-101, March.
- Dale Ballou & William Sanders & Paul Wright, 2004. "Controlling for Student Background in Value-Added Assessment of Teachers," Journal of Educational and Behavioral Statistics, , vol. 29(1), pages 37-65, March. Full references (including those not matched with items on IDEAS)
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