Stability and consistency of school effects: evidence from senior high schools in China

ABSTRACT

Education systems focus on issues related to school effects and differences. School effects are used as a basis for accountability in various countries including China. This study investigated the stability and cross-disciplinary consistency of value-added estimates based on student scores in selected schools in a city in central China. The results show that the school effects exhibited long-term stability and consistency across subject areas, with the gross effects model being more stable than the value-added model. In addition, the study found a direct link between school ranking and stability in China. Ranking schools more reasonably and holding schools accountable are focal issues in the Chinese education system.

KEYWORDS:

• School effect
• stability
• consistency
• China
• senior high school

Acknowledgement

Ethical clearance was received from Jiangxi Provincial Education Examinations Authority.

Disclosure statement

No potential conflict of interest was reported by the authors.

Data availability statement

Data sharing is not applicable to this article.

Geolocation information

This article was researched in China.

Additional information

Funding

This work was supported by the National Social Science Foundation of China General Topics under Grant number [BAG210060].

Notes on contributors

Chunlei Gao

Chunlei Gao is an associate professor of educational statistics and measurement at the College of Education in Jiangxi Normal University. She holds a PhD in Basic Psychology, and her research focuses on value-added evaluation, computerized adaptive testing, and cognitive diagnostic assessment. Providing policy advice to the Jiangxi Provincial Education Examination Authority is also within the scope of her duties.

Xueke Bi

Xueke Bi is a master’s candidate at the College of Education, Jiangxi Normal University. Her research interest is value-added evaluation.