Comparing Least-Squares Value-Added Analysis and Student Growth Percentile Analysis for Evaluating Student Progress and Estimating School Effects
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.
|Date of creation:||Mar 2013|
|Date of revision:|
|Contact details of provider:|| Postal: Melbourne Institute of Applied Economic and Social Research, The University of Melbourne, Victoria 3010 Australia|
Phone: +61 3 8344 2100
Fax: +61 3 8344 2111
Web page: http://www.melbourneinstitute.com/
More information through EDIRC
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- 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, 06.
- Cory Koedel & Mark Ehlert & Eric Parsons & Michael Podgursky, 2012.
"Selecting Growth Measures for School and Teacher Evaluations,"
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.
- Timothy N. Bond & Kevin Lang, 2012.
"The Evolution of the Black-White Test Score Gap in Grades K-3: The Fragility of Results,"
NBER Working Papers
17960, National Bureau of Economic Research, Inc.
- 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.
- 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.
- 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, 06.
- 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).
When requesting a correction, please mention this item's handle: RePEc:iae:iaewps:wp2013n07. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Abbey Treloar)
If references are entirely missing, you can add them using this form.