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School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 32, 2021 - Issue 3
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Articles

School value-added models for multivariate academic and non-academic outcomes: exploring implications for performance monitoring and accountability

Lucy PriorCentre for Multilevel Modelling and School of Education, University of Bristol, Bristol, UKCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-6557-9082View further author information
ORCID Icon,
Harvey GoldsteinCentre for Multilevel Modelling and School of Education, University of Bristol, Bristol, UKView further author information
&
George LeckieCentre for Multilevel Modelling and School of Education, University of Bristol, Bristol, UKView further author information
Pages 486-507 | Received 24 Dec 2019, Accepted 12 Mar 2021, Published online: 03 May 2021

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Alison L. Milner. Confronting the disadvantage gap: the challenges to transformative leadership in a high-stakes assessment system. International Journal of Inclusive Education 0:0, pages 1-18.
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Articles from other publishers (3)

Fernando Núñez-Regueiro, Pascal Bressoux & Jean-Christophe Larbaud. (2022) Élaboration d’un indicateur de valeur ajoutée des lycées (IVAL) dans la lutte contre le décrochage scolaireDevelopment of a high school value-added indicator for school dropout prevention. Revue française de pédagogie:216, pages 85-99.
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George Leckie. (2022) A Celebration of Harvey Goldstein’s Lifetime Contributions: Memories of Working with Harvey Goldstein on Educational Research and Statistics. Journal of the Royal Statistical Society Series A: Statistics in Society 185:3, pages 758-762.
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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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