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ERIC Number: ED483388
Record Type: Non-Journal
Publication Date: 2004-Mar
Reference Count: 9
An Analysis of School District Data Using Value-Added Methodology. CSE Report 622
US Department of Education
This paper is an examination of student assessment data using multi-level analysis methods often referred to as "value-added" models. The analyses performed provide measures of "effectiveness" for both teachers and schools. The purpose of the paper is to examine the residuals derived from the model for teachers and schools (i.e., their "value-added" scores) and to examine their relation to demographic variables at the classroom and school level. Three models are examined: (1) the basic variance components model; (2) the random intercepts model; and (3) a model including demographic covariates. Those interpreting the results should be aware of the likelihood of model misspecification in contexts where value-added measures are derived. These measures are a function of the model and much care must be taken to rule out the possibility of model misspecification. Variable description is appended.
Descriptors: Data Analysis, School Effectiveness, Teacher Effectiveness, Educational Research, Scores, Research Methodology, Student Evaluation, School Districts
Center for the Study of Evaluation (CSE), National Center for Research on Evaluation, Standards, and Student Testing (CRESST), Graduate School of Education & Information Studies, University of California, Los Angeles, Los Angeles, CA 90095-1522. Tel: 310-206-1532.
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Sponsor: Institute of Education Sciences (ED), Washington, DC.
Authoring Institution: Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA.