ERIC Number: EJ856807
Record Type: Journal
Publication Date: 2009-Jun
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0924-3453
EISSN: N/A
Assessing School Effects without Controlling for Prior Achievement?
Luyten, Hans; Tymms, Peter; Jones, Paul
School Effectiveness and School Improvement, v20 n2 p145-165 Jun 2009
The research findings presented in this paper illustrate how the "value added" of schooling can be assessed empirically using cross-sectional data. Application of the regression-discontinuity approach within a multilevel framework produces both an estimate of the absolute effect of 1 year schooling and an estimate of the variation across schools of this effect. In the study reported here, the approach was applied to both a cross-sectional and a longitudinal dataset. The research findings indicate to what extent different results are produced when cross-sectional as opposed to longitudinal data are analysed. (Contains 2 notes, 3 tables and 4 figures.)
Descriptors: Academic Achievement, Longitudinal Studies, Sampling, Achievement Gains, Achievement Rating, Prior Learning, Effect Size, School Effectiveness, Regression (Statistics), Discriminant Analysis, Predictor Variables, Data Analysis, Foreign Countries, Elementary School Students
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom
Grant or Contract Numbers: N/A