308
Views
1
CrossRef citations to date
0
Altmetric
Articles

Value-added indicators for a fairer Chilean school accountability system: a pending subject

ORCID Icon, &
Pages 602-622 | Received 29 Jun 2018, Accepted 18 Mar 2019, Published online: 15 May 2019

References

  • Agencia de la calidad/QAE. 2017. “Agencia de la Calidad entregó categorías de desempeño a todos los establecimientos de Chile.” [Quality Agency delivered performance categories to all Chilean schools]. Accessed http://www.agenciaeducacion.cl/noticias/agencia-calidad-entrego-categoria-desempeno-todos-los-establecimientos-chile
  • Ballou, D., W. Sanders, and P. Wright. 2004. “Controlling for Student Background in Value-Added Assessment of Teachers.” Journal of Educational and Behavioural Statistics 29 (1): 29–37. doi:10.3102/10769986029001037.
  • Belleï, C. 2005. “The Private-Public School Controversy: The Case of Chile.” Cambridge, Massachusetts, John F. Kennedy School of Government, Harvard University. Accessed http://www.periglobal.org/sites/periglobal.org/files/BELLEI%20-PEPG-05-13%20Private%20Public%20in%20Chile.pdf
  • Braun, H., N. Chudowsky, and J. Koenig. 2010. Getting Value Out of Value-Added. Washington D.C: National Academies. http://rlhoover.people.ysu.edu/ClassConnections/core-readings/Getting%20Value%20Out%20of%20Value-Added.pdf
  • Carnoy, M. 2007. “Improving Quality and Equity in Latin American Education: A Realistic Assessment.” Pensamiento Educativo 40 (1): 103–130.
  • Carrasco, A., and E. San Martín. 2012. “Voucher System and School Effectiveness: Reassessing School Performance Difference and Parental Choice Decision-Making.” Estudios de Economía 39 (2): 123–141. http://econ.uchile.cl/uploads/publicacion/783e3b83492db94c151bac5a7aa7e0c4d368671a.pdf
  • Corbin, J., and A. Strauss. 2015. Basics of Qualitative Research. Techniques and Procedures for Developing Grounded Theory. 4th ed. London: Sage.
  • Decree 182. 2016. Accessed https://www.leychile.cl/Navegar?idNorma=1094644&buscar=Establece+Plan+Nacional+de+Evaluaciones+Nacionales+e+Internacionales+para+el+Per%C3%ADodo+2016+-+2020
  • Evans, H. 2009. “Value-Added in English Schools.” Dept for Children, Schools, Families England.
  • Goldstein, H. 1995. Multilevel Statistical Models. London: Edward Arnold.
  • Goldstein, H., and D. Spiegelhalter. 1996. “League Tables and Their Limitations: Statistical Issues in Comparisons of Institutional Performance.” Journal of the Royal Statistical Society Series A (Statistics in Society). doi:10.2307/2983325.
  • Goldstein, H., J. Rasbash, M. Yang, G. Woodhouse, H. Pan, D. Nuttall, and S Thomas. 1993. “A Multilevel Analysis Of School Examination Results.” Oxford Review Of Education 19 (4): pp. 425–33.
  • Goldstein, H, and S. Thomas. 1996. “Using Examination Results as Indicators Of School and College Performance.” Journal Of The Royal Statistical Society 159 (1): 149-163.
  • Gorard, S. 2006. “Value-Added Is of Little Value.” Journal of Education Policy 21 (2): 235–243. doi:10.1080/02680930500500435.
  • Gorard, S. 2008. “The Value-Added of Primary Schools: What Is It Really Measuring?” Educational Review 60 (2): 179–185. doi:10.1080/00131910801934185.
  • Gorard, S. 2010. “Serious Doubts about School Effectiveness.” British Educational Research Journal 36 (5): 745–766. doi:10.1080/01411920903144251.
  • Gray, J., and B. Wilcox. 1995. Good School, Bad School. Buckingham: OUP.
  • Himmel Report. 2003. “Evaluación de Aprendizajes para una Educación de Calidad.” [Learning Assessment for a Quality Education] http://www.facso.uchile.cl/psicologia/epe/_documentos/GT_cultura_escolar_politica_educativa/recursos%20bibliograficos/articulos%20relacionados/comisionsimce(2003)informe.pdf
  • Hsieh, C.-T., and M. Urquiola. 2006. “The Effects of Generalized School Choice on Achievement and Stratification: Evidence from Chile’s Voucher Program.” Journal of Public Economics 90 (8–9): 1477–1503. doi:10.1016/j.jpubeco.2005.11.002.
  • Hursh, D. 2013. “Raising the Stakes: High-Stakes Testing and the Attack on Public Education in New York.” Journal of Education Policy 28 (5): 574–588. doi:10.1080/02680939.2012.758829.
  • Jacob, B. A. 2005. “Accountability, Incentives and Behavior: The Impact of High-Stakes Testing in the Chicago Public Schools.” Journal of Public Economics 89 (5–6): 761–796. doi:10.1016/j.jpubeco.2004.08.004.
  • Kohler Riessman, C. 2008. Narrative Methods for the Human Sciences. London: Sage.
  • Koretz, D. 2017. The Testing Charade: Pretending to Make Schools Better. Chicago, IL: University of Chicago Press.
  • Lakoff, G. 2002. Moral Politics: How Conservatives and Liberals Think. Chicago: U of Chicago.
  • Leckie, G., and H. Goldstein. 2009. “The Limitations of Using School League Tables to Inform School Choice.” Journal of Royal Statistic Society 172 (4): 835–851. doi:10.1111/j.1467-985X.2009.00597.x.
  • LGE [Ley General de Educación]. 2011 . https://www.leychile.cl/Navegar?idNorma=1006043
  • Manzi, J., E. San Martín, and S. Van Bellegem. 2011. “School System Evaluation by Value-Added Analysis under Endogeneity.” Accessed http://www.ecore.be/DPs/dp_1284546165.pdf2010/90
  • McCaffrey, D., J. Lockwood, D. Koretz, and L. Hamilton. 2004. “Models for Value-Added Modelling of Teacher Effects.” Journal of Educational and Behavioural Statistics Spring, 29 (1): 67–101. doi:10.3102/10769986029001067.
  • McEwan, P., and M. Carnoy. 2000. “The Effectiveness and Efficiency of Private Schools in Chile’s Voucher System.” Educational Evaluation and Policy Analysis 22 (3): 213–239. doi:10.3102/01623737022003213.
  • McEwan, P. J., Urquiola, M., Vegas, E., Fernandes, R., & Gallego, F. A. 2008. School choice, stratification, and information on school performance: Lessons from Chile [with comments]. Economía, 8(2), 1–42.
  • Meckes, L., and M. Bascopé. 2012. “Uneven Distribution of Novice Teachers in the Chilean Primary School System.” Education Policy Analysis Archives 20 (30): 1–27. doi:10.14507/epaa.v20n30.2012.
  • Muooz-Chereau, B. (2013). Searching for fairer ways of comparing Chilean secondary schools performance: a mixed methods study investigating contextual value added approaches (Doctoral dissertation, University of Bristol).
  • Muooz-Chereau, B., and 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): 26-52.
  • Muooz-Chereau, B. 2018. Exploring gender gap and school differential effects in mathematics in Chilean primary schools. School Effectiveness and School Improvement, 1–21.
  • Murillo, J., and M. Román. 2011. “The School or the Cradle? Evidences of Its Contribution to Students’ Performance in Latin America. Multilevel Study about the Estimate of School Effects.” Profesorado 15 (3): 26–50.
  • Murphy, D. 2012. Where Is the Value in Value-Added Modeling. Nanyang Polytechnic, Singapore. 24–26 September 2014.
  • NAP National Assessment Plan. 2016–2020. Accessed https://www.curriculumenlineamineduc.cl/605/w3-article-34980.html
  • Nuttall, D. 1990. Differences in Examination Performance. London. Research & Statistics Branch, ILEA. RS 1277/90
  • Organisation for Economic Co-operation and Development. 2008. Measuring Improvements in Learning Outcomes. Best practices to assess the value-added of schools. Paris: OECD Publishing. www.oecd.org/publishing/corrigenda
  • Organisation for Economic Co-operation and Development. 2010. PISA 2009 Results: Overcoming Social Background – Equity in Learning Opportunities and Outcomes (Volume II). Paris: OECD Publishing. www.oecd.org
  • Organisation for Economic Co-operation and Development. 2013. “School Governance, Assessments and Accountability.” In What Makes Schools Successful? Resources, Policies and Practices. Volume IV, Chapter 4. 1-546. Paris: OECD Publishing. https://www.oecd.org/pisa/keyfindings/Vol4Ch4.pdf
  • Page, G. L., E. S. Martín, J. Orellana, and J. González. 2016. “Exploring Complete School Effectiveness via Quantile Value Added.” Journal of the Royal Statistical Society: Series A (Statistics in Society) 180 (1): 315–340. doi:10.1111/rssa.12195.
  • Pitton, V. (2012) “Neoliberalization of Educational Policy Discourses in Chile.” (Doctoral dissertation, University of Illinois at Urbana-Champaign). Accessed http://hdl.handle.net/2142/32033 .
  • Raudenbush, S. W., and A. S. Bryk. 2002. Hierarchical Linear Models: Applications and Data Analysis Methods. 2nd ed. London: Sage.
  • Raudenbush, S. W., and J. Willms. 1995. “The Estimation of School Effects.” Journal of Educational and Behavioral Statistics 20 (4): 307–335. doi:10.3102/10769986020004307.
  • Rosenkvist, M. A. 2010. “Using Student Test Results for Accountability and Improvement: A Literature Review.” OECD Education Working Papers, No. 54, OECD Publishing. doi: 10.1787/5km4htwzbv30-en.
  • Sammons, P. 1999. School Effectiveness Coming of Age in the Twenty-First Century. The Netherlands: Swets and Zetlinger.
  • Sammons, P., S. Thomas, P. Mortimore, Owen Ch, and H. Pennell (1993) Assessing School Effectiveness: Developing measures to put school performance in context. International School Effectiveness and Improvement Centre. Institute of Education, London.
  • San Martín, E., and A. Carrasco. 2012. “Clasificación de escuelas en la nueva institucionalidad educativa: Contribución de modelos de valor agregado para una responsabilización justa.” [Classification of schools in the new educational institutions: Contribution of value-added models for a fair accountability] Temas de Agenda Pública, Centro de Políticas Publicas UC. 7, 53, 1-18. .
  • Saunders, L. 1997. “Value-Added Principles, Practice and Ethical Considerations.” In Organizational Effectiveness and Improvement in Education, edited by A. Harris, N. Bennett, and M. Preedy, 191–202. Buckingham: Open University Press.
  • Saunders, L. 2000. “Understanding Schools’ Use of “Value Added” Data: The Psychology and Sociology of Numbers.” Research Papers in Education 15 (3) 2000: 241–258. doi:10.1080/02671520050128740.
  • Saunders, L., and P. Rudd (1999) “Schools’ Use of Value-Added Data: A Sience in the Service of an Art? Paper Presented at the British Educational Research Association Conference,” University of Sussex, at Brighton, 2–5 Sept 1999.
  • Schagen, I., and J. Morrison. 1999. “A Methodology for Judging Departmental Performance within Schools.” Educational Research 41 (1): 3–10. doi:10.1080/0013188990410101.
  • Shagen, I., and D. Hutchison. 2003. “Adding Value to Educational Research: The Marriage of Data and Analytical Power.” British Educational Research Journal 29 (5): 749–765. doi:10.1080/0141192032000133659.
  • Stoll, L., and P. Mortimore. 1997. “School Effectiveness and School Improvement.” In Perspectives on School Effectiveness and School Improvement, edited by J. White and M. Barber, 9–24. London: Institute of Education.
  • Thomas, S, and P Mortimore. 1996. “Comparison Of Value Added Models for Secondary School Effectiveness.” Research Papers in Education 11 (1): 5–33.
  • Thomas, S., W.J. Peng, and J. Gray. 2007. “Modelling Patterns Of Improvement over Time: Value Added Trends in English Secondary School Performance across Ten Cohorts.” Oxford Review Of Education 33 (3): 261–295.
  • Timmermans, A. C., S. Doolaard, and I. de Wolf. 2011. “Conceptual and Empirical Differences among Various Value-Added Models for Accountability.” School Effectiveness and School Improvement 22 (4): 393–413. doi:10.1080/09243453.2011.590704.
  • Torres, R. 2018. “Tackling Inequality? Teacher Effects and the Socioeconomic Gap in Educational Achievement. Evidence from Chile.” School Effectiveness and School Improvement 29: 383–417. doi:10.1080/09243453.2018.1443143.
  • Urquiola, M., and E. Verhoogen. 2009. “Class-Size Caps, Sorting, and the Regression-Discontinuity Design.” American Economic Review 99 (1): 179–215. doi:10.1257/aer.99.1.179.
  • Valenzuela, J. 2008. “Segregación en el Sistema Escolar Chileno: En la búsqueda de una educación de calidad en un contexto de extrema desigualdad.” In Transformaciones del espacio público, edited by P. Velasco, 131–156. Santiago: Universidad de Chile.
  • Valenzuela, J. P., C. Bellei, and D. De Los Ríos. 2014. “Socioeconomic School Segregation in a Market-Oriented Educational System. The Case of Chile.” Journal of Education Policy 29 (2): 217–241. doi:10.1080/02680939.2013.806995.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.