Assessing School Effects without Controlling for Prior Achievement?

Autor/inn/en	Luyten, Hans; Tymms, Peter; Jones, Paul
Titel	Assessing School Effects without Controlling for Prior Achievement?
Quelle	In: School Effectiveness and School Improvement, 20 (2009) 2, S.145-165 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Academic Achievement; Longitudinal Studies; Sampling; Achievement Gains; Achievement Rating; Prior Learning; Effect Size; School Effectiveness; Regression (Statistics); Discriminant Analysis; Predictor Variables; Data Analysis; Foreign Countries; Elementary School Students; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement gain; Leistungssteigerung; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Vorkenntnisse; Schuleffizienz; Regression; Regressionsanalyse; Diskriminanzanalyse; Prädiktor; Auswertung; Ausland; Großbritannien
Abstract	The research findings presented in this paper illustrate how the "value added" of schooling can be assessed empirically using cross-sectional data. Application of the regression-discontinuity approach within a multilevel framework produces both an estimate of the absolute effect of 1 year schooling and an estimate of the variation across schools of this effect. In the study reported here, the approach was applied to both a cross-sectional and a longitudinal dataset. The research findings indicate to what extent different results are produced when cross-sectional as opposed to longitudinal data are analysed. (Contains 2 notes, 3 tables and 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10