The Use of a School Value-Added Model for Educational Improvement: A Case Study from the Portuguese Primary Education System

Autor/inn/en	Ferrão, Maria Eugénia; Couto, Alcino Pinto
Titel	The Use of a School Value-Added Model for Educational Improvement: A Case Study from the Portuguese Primary Education System
Quelle	In: School Effectiveness and School Improvement, 25 (2014) 1, S.174-190 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2013.785436
Schlagwörter	Foreign Countries; Educational Improvement; Achievement Gains; Case Studies; Elementary Education; Longitudinal Studies; Progress Monitoring; Elementary School Mathematics; Scores; Models; Cohort Analysis; Outcome Measures; Student Characteristics; Predictor Variables; School Effectiveness; Evaluation Methods; Portugal + Suchen Sie Ihr Suchwort? Ausland; Teaching improvement; Unterrichtsentwicklung; Achievement gain; Leistungssteigerung; Case study; Fallstudie; Case Study; Elementarunterricht; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Elementare Mathematik; Schulmathematik; Analogiemodell; Kohortenanalyse; Prädiktor; Schuleffizienz
Abstract	This article focuses on the use of a value-added approach for promoting school improvement. It presents yearly value-added estimates, analyses their stability over time, and discusses the contribution of this methodological approach for promoting school improvement programmes in the Portuguese system of evaluation. The value-added model is applied to longitudinal data gathered from a representative sample of students enrolled in primary school, using mathematics scores as outcome variable. The estimates are used to determine a systematic positive or negative school value-added effect. Results indicate that at least 41% of schools remain at the same level over 3 years, 15% present an instable pattern, and approximately 40% show a positive or negative trend. It is argued that these results, especially those that reveal systematically underperforming schools, could have relevant implications for educational policy geared towards school improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10