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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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    File URL: http://in.bgu.ac.il/en/humsos/Econ/Workingpapers/1316.pdf
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    References listed on IDEAS

    as
    1. Lorraine Dearden & John Micklewright & Anna Vignoles, 2011. "The Effectiveness of English Secondary Schools for Pupils of Different Ability Levels," Fiscal Studies, Institute for Fiscal Studies, vol. 32(2), pages 225-244, June.
    2. 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.
    3. Timothy N. Bond & Kevin Lang, 2013. "The Evolution of the Black-White Test Score Gap in Grades K–3: The Fragility of Results," The Review of Economics and Statistics, MIT Press, vol. 95(5), pages 1468-1479, December.
    4. Rebecca Allen & Simon Burgess, 2011. "Can School League Tables Help Parents Choose Schools?," Fiscal Studies, Institute for Fiscal Studies, vol. 32(2), pages 245-261, June.
    5. 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.
    6. 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)

    More about this item

    Keywords

    value-added analysis; student growth percentiles; NAPLAN;

    JEL classification:

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

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