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School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 26, 2015 - Issue 3
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Original Articles

The impact of student composition on schools’ value-added performance: a comparison of seven empirical studies

Anneke C. TimmermansGION Education/Research, University of Groningen, Groningen, The NetherlandsCorrespondence[email protected]
&
Sally M. ThomasGraduate School of Education, University of Bristol, Bristol, UK
Pages 487-498 | Received 21 Jul 2014, Accepted 21 Jul 2014, Published online: 17 Sep 2014

Citations (17)

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Read on this site (10)

Hui Wang, Ronnel B. King & Dennis M. McInerney. (2023) Ability grouping and student performance: A longitudinal investigation of teacher support as a mediator and moderator. Research Papers in Education 38:2, pages 121-142.
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Rhiannon Moore. (2022) Variation, context, and inequality: comparing models of school effectiveness in two states in India. School Effectiveness and School Improvement 33:4, pages 588-609.
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George Leckie & Lucy Prior. (2022) A comparison of value-added models for school accountability. School Effectiveness and School Improvement 33:3, pages 431-455.
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Lucy Prior, Harvey Goldstein & George Leckie. (2021) School value-added models for multivariate academic and non-academic outcomes: exploring implications for performance monitoring and accountability. School Effectiveness and School Improvement 32:3, pages 486-507.
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Thomas Perry. (2019) ‘Phantom’ compositional effects in English school value-added measures: the consequences of random baseline measurement error. Research Papers in Education 34:2, pages 239-262.
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Orhan Agirdag. (2018) The impact of school SES composition on science achievement and achievement growth: mediating role of teachers’ teachability culture. Educational Research and Evaluation 24:3-5, pages 264-276.
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Cesare Aloisi & Peter Tymms. (2017) PISA trends, social changes, and education reforms. Educational Research and Evaluation 23:5-6, pages 180-220.
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Gary N. Marks. (2017) Is adjusting for prior achievement sufficient for school effectiveness studies?. Educational Research and Evaluation 23:5-6, pages 148-162.
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Sue Swaffield & Sally Thomas. (2016) Educational Assessment in Latin America. Assessment in Education: Principles, Policy & Practice 23:1, pages 1-7.
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B. Muñoz-Chereau & S.M. Thomas. (2016) Educational effectiveness in Chilean secondary education: comparing different ‘value added’ approaches to evaluate schools. Assessment in Education: Principles, Policy & Practice 23:1, pages 26-52.
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Articles from other publishers (7)

George Leckie, Richard Parker, Harvey Goldstein & Kate Tilling. (2023) Mixed-Effects Location Scale Models for Joint Modeling School Value-Added Effects on the Mean and Variance of Student Achievement. Journal of Educational and Behavioral Statistics.
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Lucy Prior, John Jerrim, Dave Thomson & George Leckie. (2021) A review and evaluation of secondary school accountability in England: Statistical strengths, weaknesses and challenges for ‘Progress 8’ raised by COVID‐19. Review of Education 9:3.
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Tommaso Agasisti, Francesco Avvisati, Francesca Borgonovi & Sergio Longobardi. (2021) What School Factors are Associated with the Success of Socio-Economically Disadvantaged Students? An Empirical Investigation Using PISA Data. Social Indicators Research 157:2, pages 749-781.
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Gary N. Marks. (2020) Should value‐added school effects models include student‐ and school‐level covariates? Evidence from Australian population assessment data. British Educational Research Journal 47:1, pages 181-204.
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George Leckie & Harvey Goldstein. (2019) The importance of adjusting for pupil background in school value‐added models: A study of Progress 8 and school accountability in England. British Educational Research Journal 45:3, pages 518-537.
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Garritt L. Page, Ernesto San Martín, Javiera Orellana & Jorge González. (2017) Exploring Complete School Effectiveness via Quantile Value Added. Journal of the Royal Statistical Society Series A: Statistics in Society 180:1, pages 315-340.
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Jan Polcyn & Bazyli Czyżewski. (2016) Maximizing the quality of education by measuring the educational added value in secondary school technical type on the basis of exam results. Management 20:2, pages 360-378.
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