ERIC Number: ED390940
Record Type: RIE
Publication Date: 1995-Apr
Reference Count: N/A
Analysis of School Effects on School Certificate Results through the Use of Hierarchical Linear Models.
School effectiveness was studied in New Zealand schools, concentrating on Type A effects (given average background characteristics, how well would a student perform in any particular school?) and Type B effects (given similar student populations, are some schools more effective in achieving specified results than others?). Hierarchical linear modeling was used on data for 37 schools and 5,391 students to establish that 18.2% of total variance in mathematics, 14.3% in science, and 14.6% in English was related to the characteristics of the schools rather than inter-individual variability within the population sampled. Some schools were significantly more effective than others in that school means for the School Certificate examinations varied significantly between schools. However, a considerable proportion (around 70%) of the between-school variance in all three subject areas was due to the initial ability and social and ethnic characteristics of the student populations. This Type A effect varied. Controlling for these factors (to produce a better Type B estimate) shrank the differences between schools and changed the rank order of effective schools from that based on raw scores alone. (Contains 6 figures, 10 tables, and 19 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Hierarchical Linear Modeling; New Zealand
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).