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ERIC Number: EJ995085
Record Type: Journal
Publication Date: 2013
Pages: 25
Abstractor: As Provided
Reference Count: 78
ISBN: N/A
ISSN: ISSN-0924-3453
Effectiveness Measures for Cross-Sectional Studies: A Comparison of Value-Added Models and Contextualised Attainment Models
Lenkeit, Jenny
School Effectiveness and School Improvement, v24 n1 p39-63 2013
Educational effectiveness research often appeals to "value-added models (VAM)" to gauge the impact of schooling on student learning net of the effect of student background variables. A huge amount of cross-sectional studies do not, however, meet VAM's requirement for longitudinal data. "Contextualised attainment models (CAM)" measure the influence of schools on student outcomes controlling for family background characteristics in cross-sectional studies. It is argued that the latter are adequate substitutes for student prior attainment. Drawing on data from a 3-point longitudinal study in the city of Berlin, Germany (n = 3,074), reading and mathematics achievement of primary students are investigated to assess effectiveness measures of schools. Estimates are compared for a 3-level growth curve analysis (VAM), a hierarchical linear model controlling for background characteristics (CAM), and one additionally controlling for prior achievement scores (prior attainment model). The article contributes to the enhancement of a feedback culture for cross-sectional study results. (Contains 5 tables, 5 figures and 6 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany; Germany (Berlin)