Robustness of Value-Added Analysis of School Effectiveness. Research Report. ETS RR-08-22

Autor/inn/en	Braun, Henry; Qu, Yanxuan
Titel	Robustness of Value-Added Analysis of School Effectiveness. Research Report. ETS RR-08-22
Quelle	In: ETS Research Report Series, (2008), (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Value Added Models; School Effectiveness; Robustness (Statistics); Computation; Item Response Theory; Comparative Analysis; Growth Models; Longitudinal Studies; Surveys; Elementary School Students; Primary Education; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Schuleffizienz; Widerstandsfähigkeit; Item-Response-Theorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Primarbereich
Abstract	This paper reports on a study conducted to investigate the consistency of the results between 2 approaches to estimating school effectiveness through value-added modeling. Estimates of school effects from the layered model employing item response theory (IRT) scaled data are compared to estimates derived from a discrete growth model based on the analysis of transitions along an ordinal developmental scale. The data were extracted from the longitudinal records maintained in the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) archive for students remaining in the same school from the beginning of kindergarten through the end of Grade 3. The results of different comparisons indicated that the estimates from the 2 approaches are moderately consistent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01