A Comparison of Methods for Evaluating Schools with Respect to Growth of Students in Subpopulations in Three-Level Models

Autor/inn/en	Liu, Yixing; Levy, Roy; Yel, Nedim; Schulte, Ann C.
Titel	A Comparison of Methods for Evaluating Schools with Respect to Growth of Students in Subpopulations in Three-Level Models
Quelle	In: School Effectiveness and School Improvement, 34 (2023) 1, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Yixing) ORCID (Levy, Roy) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2022.2071950
Schlagwörter	Growth Models; Hierarchical Linear Modeling; School Effectiveness; Academic Achievement; Students with Disabilities; Reading Achievement; Predictor Variables; Outcomes of Education; Correlation; Statistical Inference; Bayesian Statistics + Suchen Sie Ihr Suchwort? Schuleffizienz; Schulleistung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseleistung; Prädiktor; Lernleistung; Schulerfolg; Korrelation; Inferential statistics; Schließende Statistik
Abstract	Although there is recognition that there may be differential outcomes for groups of students within schools, examination of outcomes for subgroups presents challenges to researchers and policymakers. It complicates analytic procedures, particularly when the number of students per school in the subgroup is small. We explored five alternatives for applying a three-level multilevel growth modeling framework to examine school-level achievement for a select subgroup of students (students with disabilities) using a large longitudinal database tracking reading achievement. The alternatives vary in terms of use of subgroup only or all student data, use of student-level predictors, and method of linking student or school-level outcomes to school effectiveness indices. Correlations from 0.57 to 0.99 among alternatives suggest the choice of how to derive school-level outcomes for a subgroup has consequences for inferences about the school's effectiveness with the subgroup. Researchers' assumptions and data available should guide the selection of an approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01