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ERIC Number: EJ1111263
Record Type: Journal
Publication Date: 2008-Apr
Pages: 31
Abstractor: As Provided
ISSN: EISSN-2330-8516
Robustness of Value-Added Analysis of School Effectiveness. Research Report. ETS RR-08-22
Braun, Henry; Qu, Yanxuan
ETS Research Report Series, Apr 2008
This paper reports on a study conducted to investigate the consistency of the results between 2 approaches to estimating school effectiveness through value-added modeling. Estimates of school effects from the layered model employing item response theory (IRT) scaled data are compared to estimates derived from a discrete growth model based on the analysis of transitions along an ordinal developmental scale. The data were extracted from the longitudinal records maintained in the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) archive for students remaining in the same school from the beginning of kindergarten through the end of Grade 3. The results of different comparisons indicated that the estimates from the 2 approaches are moderately consistent.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A