A comparison of value-added models for school accountability

References

• Aitkin, M., & Longford, N. (1986). Statistical modelling issues in school effectiveness studies. Journal of the Royal Statistical Society: Series A (General), 149(1), 1–43. https://doi.org/10.2307/2981882
   Web of Science ®Google Scholar
• American Statistical Association (2014). ASA statement on using value-added models for educational assessment. https://www.amstat.org/asa/files/pdfs/POL-ASAVAM-Statement.pdf
   Google Scholar
• Amrein-Beardsley, A. (2014). Rethinking value-added models in education: Critical perspectives on tests and assessment-based accountability. Routledge.
   Google Scholar
• Australian Curriculum, Assessment and Reporting Authority. (2021). My school. https://www.myschool.edu.au/
   Google Scholar
• Ballou, D., Sanders, W., & Wright, P. (2004). Controlling for student background in value-added assessment of teachers. Journal of Educational and Behavioral Statistics, 29(1), 37–65. https://doi.org/10.3102/10769986029001037
   Web of Science ®Google Scholar
• BBC News. (2010, July 6). “A quarter of schools” boycotted Sats tests. https://www.bbc.co.uk/news/10521289
   Google Scholar
• Braun, H. I., & Wainer, H. (2006). Value-added modeling. In C. R. Rao & S. Sinharay (Eds.), Handbook of statistics: Vol. 26. Psychometrics (pp. 867–892). Elsevier Science. https://doi.org/10.1016/S0169-7161(06)26027-9
   Google Scholar
• Burgess, S., Greaves, E., & Vignoles, A. (2019). School choice in England: Evidence from national administrative data. Oxford Review of Education, 45(5), 690–710. https://doi.org/10.1080/03054985.2019.1604332
   Web of Science ®Google Scholar
• Burgess, S., & Thomson, D., (2013). Key Stage 4 accountability: Progress measure and intervention trigger. Centre for Understanding Behaviour Change.
   Google Scholar
• Castellano, K. E., & Ho, A. D. (2013). A practitioner's guide to growth models. Council of Chief State School Officers.
   Google Scholar
• Castellano, K. E., Rabe-Hesketh, S., & Skrondal, A. (2014). Composition, context, and endogeneity in school and teacher comparisons. Journal of Educational and Behavioral Statistics, 39(5), 333–367. https://doi.org/10.3102/1076998614547576
   Web of Science ®Google Scholar
• Department for Education. (2010). The importance of teaching: The schools white paper 2010. https://www.gov.uk/government/publications/the-importance-of-teaching-the-schools-white-paper-2010
   Google Scholar
• Department for Education. (2020). Secondary accountability measures: Guide for maintained secondary schools; academies, and free schools. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/872997/Secondary_accountability_measures_guidance_February_2020_3.pdf
   Google Scholar
• Department for Education. (2021). National pupil database. https://www.gov.uk/government/collections/national-pupil-database
   Google Scholar
• Education Endowment Foundation (2021). Teaching and Learning/Early Years Toolkit guide. https://d2tic4wvo1iusb.cloudfront.net/documents/toolkit/Toolkit_guide.pdf
   Google Scholar
• Goldstein, H. (1997). Methods in school effectiveness research. School Effectiveness and School Improvement, 8(4), 369–395. https://doi.org/10.1080/0924345970080401
   Web of Science ®Google Scholar
• Jerrim, J. (2020). Measuring socio-economic background using administrative data. What is the best proxy available? (Quantitative Social Science Working Paper No. 20-09). UCL Social Research Institute. http://repec.ioe.ac.uk/REPEc/pdf/qsswp2009.pdf
   Google Scholar
• Keeves, J. P., Hungi, N., & Afrassa, T. (2005). Measuring value added effects across schools: Should schools be compared in performance? Studies in Educational Evaluation, 31(2–3), 247–266. https://doi.org/10.1016/j.stueduc.2005.05.012
   Google Scholar
• Koretz, D. (2017). The testing charade: Pretending to make schools better. University of Chicago Press.
   Google Scholar
• Leckie, G., & Goldstein, H. (2009). The limitations of using school league tables to inform school choice. Journal of the Royal Statistical Society: Series A (Statistics in Society), 172(4), 835–851. https://doi.org/10.1111/j.1467-985X.2009.00597.x
   Google Scholar
• Leckie, G., & Goldstein, H. (2017). The evolution of school league tables in England 1992–2016: “Contextual value-added”, “expected progress” and “progress 8”. British Educational Research Journal, 43(2), 193–212. https://doi.org/10.1002/berj.3264
   Web of Science ®Google Scholar
• Leckie, G., & Goldstein, H. (2019). The importance of adjusting for pupil background in school value-added models: A study of Progress 8 and school accountability in England. British Educational Research Journal, 45(3), 518–537. https://doi.org/10.1002/berj.3511
   Web of Science ®Google Scholar
• Lenkeit, J. (2013). Effectiveness measures for cross-sectional studies: A comparison of value-added models and contextualised attainment models. School Effectiveness and School Improvement, 24(1), 1–25. https://doi.org/10.1080/09243453.2012.680892
   Web of Science ®Google Scholar
• Marks, G. N. (2017). Is adjusting for prior achievement sufficient for school effectiveness studies? Educational Research and Evaluation, 23(5–6), 148–162. https://doi.org/10.1080/13803611.2017.1455287
   Web of Science ®Google Scholar
• Marks, G. N. (2021). Should value-added school effects models include student- and school-level covariates? Evidence from Australian population assessment data. British Educational Research Journal, 47(1), 181–204. https://doi.org/10.1002/berj.3684
   Web of Science ®Google Scholar
• McCaffrey, D. F., Lockwood, J. R., Koretz, D., Louis, T. A., & Hamilton, L. (2004). Models for value-added modeling of teacher effects. Journal of Educational and Behavioral Statistics, 29(1), 67–101. https://doi.org/10.3102/10769986029001067
   PubMed Web of Science ®Google Scholar
• Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters. Open Books.
   Google Scholar
• Muñoz-Chereau, B., Anwandter, A., & Thomas, S. (2020). Value-added indicators for a fairer Chilean school accountability system: A pending subject. Journal of Education Policy, 35(5), 602–622. https://doi.org/10.1080/02680939.2019.1598584
   Web of Science ®Google Scholar
• Muñoz-Chereau, B., & Thomas, S. M. (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. https://doi.org/10.1080/0969594X.2015.1066307
   Web of Science ®Google Scholar
• Organisation for Economic Co-operation and Development. (2008). Measuring improvements in learning outcomes: Best practices to assess the value-added of schools. https://doi.org/10.1787/9789264050259-en
   Google Scholar
• Prior, L., Jerrim J., Thomson, D., & Leckie, G. (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), Article e3299. https://doi.org/10.1002/rev3.3299
   Google Scholar
• Raudenbush, S. W., & Willms, J. (1995). The estimation of school effects. Journal of Educational and Behavioral Statistics, 20(4), 307–335. https://doi.org/10.3102/10769986020004307
   Web of Science ®Google Scholar
• Ray, A., McCormack, T., & Evans, H. (2009). Value added in English schools. Education Finance and Policy, 4(4), 415–438. https://doi.org/10.1162/edfp.2009.4.4.415
   Web of Science ®Google Scholar
• Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., & Stringfield, S. (2014). Educational effectiveness research (EER): A state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197–230. https://doi.org/10.1080/09243453.2014.885450
   Web of Science ®Google Scholar
• Rutter, M., Maughan, B., Mortimore, P., & Ouston, J. (with Smith, A.). (1979). Fifteen thousand hours: Secondary schools and their effects on children. Harvard University Press.
   Google Scholar
• Sammons, P., Thomas, S., & Mortimore, P. (1997). Forging links: Effective schools and effective departments. SAGE Publications.
   Google Scholar
• Saunders, L. (1999). A brief history of educational “value added”: How did we get to where we are? School Effectiveness and School Improvement, 10(2), 233–256. https://doi.org/10.1076/sesi.10.2.233.3507
   Web of Science ®Google Scholar
• Schagen, I., Hutchison, D., & Hammond, P. (2006). League tables and health checks: The use of statistical data for school accountability and self-evaluation. In P. Dobbelstein & T. Neidhardt (Eds.), Schools for quality –What data-based approaches can contribute (pp. 57–75). CIDREE/DVO: Consortium of Institutions for Development and Research in Education in Europe/Department for Educational Development.
   Google Scholar
• Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. Routledge. https://doi.org/10.4324/9780203454404
   Google Scholar
• Thomas, S. (2001). Dimensions of secondary school effectiveness: Comparative analyses across regions. School Effectiveness and School Improvement, 12(3), 285–322. https://doi.org/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(1), 5–33. https://doi.org/10.1080/0267152960110103
   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(4), 393–413. https://doi.org/10.1080/09243453.2011.590704
   Web of Science ®Google Scholar
• Timmermans, A. C., & Thomas, S. M. (2015). The impact of student composition on schools’ value-added performance: A comparison of seven empirical studies. School Effectiveness and School Improvement, 26(3), 487–498. https://doi.org/10.1080/09243453.2014.957328
   Web of Science ®Google Scholar
• Townsend, T. (Ed.). (2007). International handbook of school effectiveness and improvement: Review, reflection and reframing (Vol. 17). Springer Science & Business Media. https://doi.org/10.1007/978-1-4020-5747-2
   Google Scholar
• Wainer, H. (2004). Introduction to a special issue of the Journal of Educational and Behavioral Statistics on value-added assessment. Journal of Educational and Behavioral Statistics, 29(1), 1–2. https://doi.org/10.3102/10769986029001001
   Web of Science ®Google Scholar