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Direct linkLeckie, George; Prior, Lucy – School Effectiveness and School Improvement, 2022
School accountability systems increasingly hold schools to account for their performances using value-added models purporting to measure the effects of schools on student learning. The most common approach is to fit a linear regression of student current achievement on student prior achievement, where the school effects are the school means of the…
Descriptors: Value Added Models, Accountability, Secondary Schools, Educational Practices
Prior, Lucy; Goldstein, Harvey; Leckie, George – School Effectiveness and School Improvement, 2021
Education systems around the world increasingly rely on school value-added models to monitor school performance and hold schools to account. These models typically focus on a limited number of academic outcomes. We explore how the traditional multilevel modelling approach to school value-added models can be extended to simultaneously analyse…
Descriptors: Value Added Models, Foreign Countries, Accountability, Outcomes of Education
Leckie, George; Goldstein, Harvey – British Educational Research Journal, 2019
In the UK, USA and elsewhere, school accountability systems increasingly compare schools using value-added measures of school performance derived from pupil scores in high-stakes standardised tests. Rather than naïvely comparing school average scores, which largely reflect school intake differences in prior attainment, these measures attempt to…
Descriptors: Foreign Countries, Accountability, Value Added Models, High Stakes Tests
Goldstein, Harvey; Leckie, George – British Educational Research Journal, 2016
Schools in England and Wales since the late 1980s have been compared in terms of their performances in public examinations and standardised test scores in the form of "school league tables", with Wales ceasing to produce these after 2001. One of the factors related to performance in examinations is the choice of the examination board,…
Descriptors: Tests, Standardized Tests, Foreign Countries, Comparative Analysis
Leckie, George – Journal of Educational and Behavioral Statistics, 2018
The traditional approach to estimating the consistency of school effects across subject areas and the stability of school effects across time is to fit separate value-added multilevel models to each subject or cohort and to correlate the resulting empirical Bayes predictions. We show that this gives biased correlations and these biases cannot be…
Descriptors: Value Added Models, Reliability, Statistical Bias, Computation
Leckie, George; Goldstein, Harvey – British Educational Research Journal, 2017
Since 1992, the UK Government has published so-called "school league tables" summarising the average General Certificate of Secondary Education (GCSE) "attainment" and "progress" made by pupils in each state-funded secondary school in England. While the headline measure of school attainment has remained the percentage…
Descriptors: Foreign Countries, Achievement Rating, Academic Achievement, Secondary School Students
