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School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 8, 1997 - Issue 2
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Original Articles

The Influence of Secondary and Junior Schools on Sixteen Year Examination Performance: A Cross‐classified Multilevel AnalysisFootnote

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Pages 219-230 | Received 11 Mar 1995, Published online: 03 Aug 2006

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Read on this site (33)

Andria Dimosthenous, Leonidas Kyriakides & Anastasia Panayiotou. (2020) Short- and long-term effects of the home learning environment and teachers on student achievement in mathematics: a longitudinal study. School Effectiveness and School Improvement 31:1, pages 50-79.
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Ioulia Televantou, Herbert W. Marsh, Leonidas Kyriakides, Benjamin Nagengast, John Fletcher & Lars-Erik Malmberg. (2015) Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models. School Effectiveness and School Improvement 26:1, pages 75-101.
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Shuyan Sun & Wei Pan. (2014) A methodological review of statistical methods for handling multilevel non-nested longitudinal data in educational research. International Journal of Research & Method in Education 37:3, pages 285-308.
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MariaEugénia Ferrão & AlcinoPinto Couto. (2014) The use of a school value-added model for educational improvement: a case study from the Portuguese primary education system. School Effectiveness and School Improvement 25:1, pages 174-190.
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S. Natasha Beretvas & DanielL. Murphy. (2013) An Evaluation of Information Criteria Use for Correct Cross-Classified Random Effects Model Selection. The Journal of Experimental Education 81:4, pages 429-463.
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Anneke C. Timmermans, Roel J. Bosker, Simone Doolaard & Inge de Wolf. (2012) Value added as an indicator of educational effectiveness in Dutch senior secondary vocational education. Journal of Vocational Education & Training 64:4, pages 417-432.
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Panayiotis Antoniou. (2012) The short- and long-term effects of secondary schools upon students’ academic success and development. Educational Research and Evaluation 18:7, pages 621-639.
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Ricardo Sabates, Kathryn Duckworth & Leon Feinstein. (2011) The impact of mothers’ adult learning on their children’s academic performance at Key Stage 3: evidence from ALSPAC. Oxford Review of Education 37:4, pages 485-504.
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AndrewB. Morris. (2010) Bridging worlds: ethnic minority pupils in Catholic schools in England. Journal of Beliefs & Values 31:2, pages 203-213.
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AndrewB. Morris. (2009) Contextualising Catholic school performance in England. Oxford Review of Education 35:6, pages 725-741.
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Leonidas Kyriakides & BertP. M. Creemers. (2008) A longitudinal study on the stability over time of school and teacher effects on student outcomes. Oxford Review of Education 34:5, pages 521-545.
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Ray Godfrey & Andrew Morris. (2008) Explaining high attainment in faith schools: the impact of Religious Education and other examinations on pupils’ GCSE points scores. British Journal of Religious Education 30:3, pages 211-222.
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Deborah Wilson & Anete Piebalga. (2008) Performance Measures, Ranking and Parental Choice: An Analysis of the English School League Tables. International Public Management Journal 11:3, pages 344-366.
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Geoff Pugh & Shqiponje Telhaj. (2008) Faith schools, social capital and academic attainment: evidence from TIMSS‐R mathematics scores in Flemish secondary schools. British Educational Research Journal 34:2, pages 235-267.
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GLEN BRAMLEY & NOAH KOFI KARLEY. (2007) Homeownership, Poverty and Educational Achievement: School Effects as Neighbourhood Effects. Housing Studies 22:5, pages 693-721.
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Heidi Pustjens, Eva Van de gaer, Jan Van Damme, Patrick Onghena & Georges Van Landeghem. (2007) The short‐term and the long‐term effect of primary schools and classes on mathematics and language achievement scores. British Educational Research Journal 33:3, pages 419-440.
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Jason L. Meyers & S. Natasha Beretvas. (2006) The Impact of Inappropriate Modeling of Cross-Classified Data Structures. Multivariate Behavioral Research 41:4, pages 473-497.
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Georges Van Landeghem, Bieke De Fraine & Jan Van Damme. (2005) The Consequence of Ignoring a Level of Nesting in Multilevel Analysis: A Comment. Multivariate Behavioral Research 40:4, pages 423-434.
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Pascal Bressoux & Maryse Bianco. (2004) Long‐term teacher effects on pupils' learning gains. Oxford Review of Education 30:3, pages 327-345.
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P. West , H. Sweeting & A. Leyland. (2004) School effects on pupils' health behaviours: evidence in support of the health promoting school. Research Papers in Education 19:3, pages 261-291.
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Ian Plewis & Antony Fielding. (2003) What is Multi-Level Modelling for? A Critical Response to Gorard (2003). British Journal of Educational Studies 51:4, pages 408-419.
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Vernon Gayle, Damon Berridge & Richard Davies. (2002) Young People's Entry into Higher Education: Quantifying influential factors. Oxford Review of Education 28:1, pages 5-20.
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Harvey Goldstein. (2001) Using Pupil Performance Data for Judging Schools and Teachers: Scope and limitations. British Educational Research Journal 27:4, pages 433-442.
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Min Yang & Geoffrey Woodhouse. (2001) Progress from GCSE to A and AS Level: Institutional and gender differences, and trends over time. British Educational Research Journal 27:3, pages 245-267.
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Harvey Goldstein. (1998) A Response to Gibson and Asthana. Oxford Review of Education 24:4, pages 521-523.
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Harvey Goldstein. (1997) Methods in School Effectiveness Research∗ . School Effectiveness and School Improvement 8:4, pages 369-395.
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Pamela Sammons, Anne West & Audrey Hind. (1997) Accounting for Variations in Pupil Attainment at the End of Key Stage 1. British Educational Research Journal 23:4, pages 489-511.
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Sally Thomas, Pam Sammons, Peter Mortimore & Rebecca Smees. (1997) Stability and Consistency in Secondary Schools’ Effects on Students’ GCSE Outcomes over Three Years∗ . School Effectiveness and School Improvement 8:2, pages 169-197.
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