Measuring Systematic Long-Term Trajectories of School Effectiveness Improvement

Autor/inn/en	Valenzuela, Juan Pablo; Bellei, Cristián; Allende, Claudio
Titel	Measuring Systematic Long-Term Trajectories of School Effectiveness Improvement
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 4, S.473-491 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Valenzuela, Juan Pablo) ORCID (Bellei, Cristián)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2016.1150861
Schlagwörter	School Effectiveness; Educational Improvement; Foreign Countries; Elementary Schools; Socioeconomic Status; Educational Trends; Outcome Measures; Sustainability; Elementary School Students; Grade 4; Academic Achievement; Language Proficiency; Mathematics Achievement; Student Promotion; Dropout Rate; Equal Education; Correlation; Regression (Statistics); Financial Support; Chile + Suchen Sie Ihr Suchwort? Schuleffizienz; Teaching improvement; Unterrichtsentwicklung; Ausland; Elementary school; Grundschule; Volksschule; Socio-economic status; Sozioökonomischer Status; Bildungsentwicklung; Nachhaltigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Schulleistung; Language skill; Language skills; Sprachkompetenz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Support of studies; Studienförderung; Korrelation; Regression; Regressionsanalyse; Finanzielle Förderung
Abstract	The objective of this study was to identify trajectories of school improvement experienced by Chilean elementary schools over the last decade. Using econometric analysis and controlling for potential confounding factors, we created an index of school performance combining outcome indicators focused on different school dimensions, and estimated the 2002/2010 evolution of school improvement for all Chilean schools with available data. Broadly, we estimated an average increase in the school performance of about 0.19 SD; nevertheless, while 41% of the schools increased their educational performance by at least 0.1 SD, 25% of the schools decreased it during the same period; we also found that improving school effectiveness was more probable among schools with lower student socioeconomic status (SES). Finally, we found that the observed school improvement trajectories tended to be non-linear; thus, we estimated that only 13.4% of the schools improved their performance in a systematic way during the entire decade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01