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

  • 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)

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.

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File URL: http://www.melbourneinstitute.com/downloads/working_paper_series/wp2013n07.pdf
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Paper 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.

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Length: 29 pages
Date of creation: Mar 2013
Date of revision:
Handle: RePEc:iae:iaewps:wp2013n07
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/Email:


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  1. 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.
  2. 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.
  3. 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.
  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, 06.
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