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…

The purpose of this study was to examine the effect of equated and non-equated data on value-added assessment analyses. Several models have been proposed in the literature to apply the value-added assessment approach. This study compared two different value-added models: the unadjusted hierarchical linear model and the generalized persistence…

Extending conventional value-added models (VAM) of teacher effects that focus on the estimation of average effects for excellence, this study examines "distributive" effects for equity. Using multilevel regression models, the study addresses two research questions to inform educational policy for teacher improvement and accountability.…

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…

This research examines empirically the relationship between two measures of teacher quality: one based on professional standards and a second one using teacher value-added estimates. It also studies the extent to which teacher observable characteristics, such as teacher training variables, are associated to better performance on either of these…

Objectives: It has been suggested that students are healthier in schools where more students are committed to school. Previous research has examined this only using a proxy measure of value-added education (a measure of whether school-level attendance and attainment are higher than predicted by students' social profile), finding associations with…

This article reports an original investigation into school performance measures and the multilevel nature of pupil achievement data in the Chilean school system using a sample of 177,461 students, nested within 7146 classrooms, 2283 secondary schools and 313 municipalities. The data-set comprised Year 10 students' 2006 SIMCE test's results in two…

School value-added studies have largely demonstrated the effects of socioeconomic and demographic characteristics of the schools and the pupils on performance in standardised tests. Traditionally, these studies have assessed the variation coming only from the schools and the pupils. However, recent studies have shown that the analysis of academic…

Aware of the challenges set before the Houston Independent school District by rapid growth in the numbers of English learner students, and a critical shortage of teachers with bilingual certification for more than a decade, members of Regional Educational Laboratory Southwest's English Learners Research Alliance sought information that districts…

This paper investigates the validity of a national, standards-based teacher evaluation programme by examining the relationship between teachers' evaluation results and their students' learning progress. We used census achievement data that assessed the same cohort of students at the end of 8th and 10th grade. We applied multilevel modelling and…

This study compared five value-added models and illustrated the impact of model choice on the estimates of teacher effectiveness. The five models covered a broad range of technical procedures, some very simplistic and others very sophisticated. The five value-added models were applied to a common data set to generate teacher-effectiveness measures…

NCLB policies in the United States focus schools' efforts on implementing effective instructional processes to improve student outcomes. This study looks more specifically at how schools are perceived to be implementing state required curricula and benchmarks and developing teaching and learning processes that support the teaching of state…

Relatively little research has explored whether schools differ in their effectiveness for different group of pupils (e.g. by ethnicity, poverty or gender), for different curriculum subjects (e.g. English, mathematics or science) or over time (different cohorts). This paper uses multilevel modelling to analyse the national test results at age 7 and…