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

References

• Aitkin, M., & Longford, N. (1986). Statistical modelling issues in school effectiveness studies. Journal of the Royal Statistical Society: Series A (Statistics in Society), 149, 1–43. http://www.jstor.org/stable/2981882
   Web of Science ®Google Scholar
• Darmawan, I. G. N., & Keeves, J. P. (2006). Accountability of teachers and schools: A value-added approach. International Education Journal, 7, 174–188.
   Google Scholar
• De Fraine, B., Van Damme, J., & Onghena, P. (2002). Accountability of schools and teachers: What should be taken into account? European Educational Research Journal, 1, 403–428. doi:10.2304/eerj.2002.1.3.2
   Google Scholar
• Goldstein, H. (1997). Methods in school effectiveness research. School Effectiveness and School Improvement, 8, 369–395. doi:10.1080/0924345970080401
   Web of Science ®Google Scholar
• Harker, R., & Tymms, P. (2004). The effects of student composition on school outcomes. School Effectiveness and School Improvement, 15, 177–199. doi:10.1076/sesi.15.2.177.30432
   Web of Science ®Google Scholar
• Iturre, R. A. C. (2005). The relationship between school composition, school process and mathematics achievement in secondary education in Argentina. International Review of Education, 51, 173–200. doi:10.1007/s11159-005-1843-7
   Google Scholar
• Keeves, J. P., Hungi, N., & Afrassa, T. (2005). Measuring value added effect across schools: Should schools be compared in performance? Studies in Educational Evaluation, 31, 247–266. doi:10.1016/j.stueduc.2005.05.012
   Google Scholar
• Lauder, H., & Hughes, D. (1990). Social inequalities and differences in school outcomes. New Zealand Journal of Educational Studies, 25, 37–60.
   Web of Science ®Google Scholar
• Lauder, H., Kounali, D., Robinson, T., & Goldstein, H. (2010). Pupil composition and accountability: An analysis of English primary schools. International Journal of Educational Research, 49, 49–68. doi:10.1016/j.ijer.2010.08.001
   Google Scholar
• Leckie, G., & Goldstein, H. (2009). The limitations of using school lague tables to inform school choice. Journal of the Royal Statistical Society: Series A (Statistics in Society), 172, 835–851. doi:10.1111/j.1467-985X.2009.00597.x
   Web of Science ®Google Scholar
• Marsh, H. W., & O’Mara, A. J. (2010). Long-term total negative effects of school-average ability on diverse educational outcomes. Zeitschrift für Pädagogische Psychologie, 24, 51–72.
   Web of Science ®Google Scholar
• Marsh, H. W., Trautwein, U., Lüdtke, O., Baumert, J., & Köller, O. (2007). The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation. American Educational Research Journal, 44, 631–669.
   Web of Science ®Google Scholar
• McEwan, P. J. (2003). Peer effects on students achievement: Evidence from Chile. Economics of Education Review, 22, 131–141. doi:10.1016/S0272-7757(02)00005-5
   Web of Science ®Google Scholar
• Munoz, B. (2013). Value added measures of school performance in Chile (Unpublished doctoral dissertation). University of Bristol, Bristol, UK.
   Google Scholar
• Nash, R. (2003). Is the school composition effect real? A discussion with evidence from the UK PISA data. School Effectiveness and School Improvement, 14, 441–457. doi:10.1076/sesi.14.4.441.17153
   Web of Science ®Google Scholar
• Opdenakker, M.-C., & Van Damme, J. (2001). Relationship between school composition and characteristics of school process and their effect on mathematic achievement. British Educational Research Journal, 27, 407–432. doi:10.1080/0141192010071434
   Web of Science ®Google Scholar
• Opdenakker, M.-C., & Van Damme, J. (2006). Differences between secondary schools: A study about school context, group composition, school practice, and school effects with special attention to public and Catholic schools and type of schools. School Effectiveness and School Improvement, 17, 87–117. doi:10.1080/09243450500264457
   Web of Science ®Google Scholar
• Opdenakker, M.-C., & Van Damme, J. (2007). Do school context, student composition and school leadership affect school practice and outcomes in secondary education? British Educational Research Journal, 33, 179–206. doi:10.1080/01411920701208233
   Web of Science ®Google Scholar
• Palardy, G. J. (2008). Differential school effects among low, middle, and high social class composition schools: A multiple group, multilevel latent growth curve analysis. School Effectiveness and School Improvement, 19, 21–49. doi:10.1080/09243450801936845
   Web of Science ®Google Scholar
• Peetsma, T., Van der Veen, I., Koopman, P., & Van Schooten, E. (2006). Class composition influences on pupils’ cognitive development. School Effectiveness and School Improvement, 17, 275–302. doi:10.1080/13803610500480114
   Web of Science ®Google Scholar
• Peng, P., & Klieme, E. (2014). One-year value-added school effects from various models and their inter-temporal variability: Evidence from China. Unpublished manuscript. Retrieved from www.invalsi.it/invalsi/ri/improving_education/Papers/peng/151.doc
   Google Scholar
• Raudenbush, S. W., & Willms, J. D. (1995). The estimation of school effects. Journal of Educational and Behavioral Statistics, 20, 307–335. doi:10.3102/10769986020004307
   Web of Science ®Google Scholar
• Sammons, P., Thomas, S., & Mortimore, P. (1997). Forging links: Effective schools and effective departments. London: Paul Chapman.
   Google Scholar
• Schindler Rangvid, B. (2007). School composition effects in Denmark: Quantile regression evidence from PISA 2000. Empirical Economics, 33, 359–388. doi:10.1007/s00181-007-0133-6
   Web of Science ®Google Scholar
• Snijders, T. A. B., & Bosker, R. J. (2012). Multilevel analysis: An introduction to basic and advanced multilevel modeling. London: Sage.
   Google Scholar
• Tekwe, C. D., & Carter, R. L., Ma, C.-X., Algina, J., Lucas, M. E., Roth, J., … Resnick, M. B. (2004). An empirical comparison of statistical models for value-added assessment of school performance. Journal of Educational and Behavioral Statistics, 29, 11–36. doi:10.3102/10769986029001011
   Web of Science ®Google Scholar
• Thomas, S. (2001). Dimensions of secondary school effectiveness: Comparative analyses across regions. School Effectiveness and School Improvement, 12, 285–322. doi:10.1076/sesi.12.3.285.3448
   Web of Science ®Google Scholar
• Thomas, S., & Mortimore, P. (1996). Comparison of value-added models for secondary-school effectiveness. Research Papers in Education, 11, 5–33. doi:10.1080/0267152960110103
   Google Scholar
• Thomas, S., Salim, M., Munoz-Chereau, B., & Peng, W.-J. (2012). Educational quality, effectiveness and evaluation: Perspectives from China, South America and Africa. In C. Chapman, P. Armstrong, A. Harris, D. Muijs, D. Reynolds, & P. Sammons (Eds.), School effectiveness and improvement research, policy and practice: Challenging the orthodoxy? (pp. 125–145). London: Routledge.
   Google Scholar
• Thomas, S. M., Peng, W.-J., & Gray, J. (2007). Modelling patterns of improvement over time: Value added trends in English secondary school performance across ten cohorts. Oxford Review of Education, 33, 261–295.
   Web of Science ®Google Scholar
• Thrupp, M., Lauder, H., & Robinson, T. (2002). School composition and peer effects. International Journal of Educational Research, 37, 483–504. doi:10.1016/S0883-0355(3)0016-8
   Google Scholar
• Timmermans, A. C., Doolaard, S., & De Wolf, I. (2011). Conceptual and empirical differences among various value-added models for accountability. School Effectiveness and School Improvement, 22, 393–413. doi:10.1080/09243453.2011.590704
   Web of Science ®Google Scholar
• Van Ewijk, R., & Sleegers, P. (2010a). The effect of peer socioeconomic status on achievement: A meta-analysis. Educational Research Review, 5, 134–150. doi:10.1016/j.edurev.2010.02.001
   Web of Science ®Google Scholar
• Van Ewijk, R., & Sleegers, P. (2010b). Peer ethnicity and achievement: A meta-analysis into the compositional effect. School Effectiveness and School Improvement, 21, 237–265. doi:10.1080/09243451003612671
   Web of Science ®Google Scholar
• Wei, H., Hembry, T., Murphy, D. L., & McBride, Y. (2012). Value-added models in the evaluation of teacher effectiveness: A comparison of models and outcomes (Pearson Research Report). Retrieved from http://images.pearsonassessments.com/images/tmrs/ComparisonofValue-AddedModelsandOutcomes.pdf
   Google Scholar
• Willms, J. D. (1992). Monitoring school performance: A guide for educators. Washington, DC: The Falmer Press.
   Google Scholar
• Willms, J. D., & Raudenbush, S. W. (1989). A longitudinal hierarchical linear model for estimating school effects and their stability. Journal of Educational Measurement, 26, 209–232.
   Web of Science ®Google Scholar