A methodology for judging departmental performance within schools

Schagen, Ian; Morrison, Jo

doi:10.1080/0013188990410101

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…In this line, interesting work oriented to communicate VA results to schools for improvement purposes was conducted by the National Foundation for Educational Research (NfER) when these models became part of the accountability system in England (i.e. Schagen and Morrison, 1999;Saunders, 2000). Their work evidenced the difficulties of communicating complex information on school performance to stakeholders to encourage school accountability and improved performance.…”

Section: Complexitymentioning

confidence: 99%

Value-added indicators for a fairer Chilean school accountability system: a pending subject

Muñoz-Chereau

Anwandter

Thomas

2019

Journal of Education Policy

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Although schools' relative contribution to pupils' progress is increasingly used in accountability systems around the world (OECD, 2013), momentum for value-added models (VAM) has not been reached in Chile. This small-scale study explores qualitatively the policy context in which this omission takes place, by analyzing policy documents and interviewing local policymakers and researchers about their views on VAM. These agents and official documents not only point to political, methodological and pragmatic reasons for and against value-added indicators, but also highlighted ethical and legal reasons pro (but not against) VAM. Overall, the most prominent reason for including VAM into the new accountability system was the ethical consideration. The notion that a fairer indicator could make justice, especially for those schools working in disadvantaged contexts, was a recurrent idea. In contrast, the most recurrent reasons against VAM were methodological. Whilst research on VAM for the Chilean school system has been conducted over the last decade, it has impacted very little the policy arena. Given that the creation of frameworks for assessing value-added indicators takes time, needs policy and research support and needs to consider potential unintended consequences, the road towards including them into the Chilean school accountability system is just starting.

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Section: Complexitymentioning

confidence: 99%

Value-added indicators for a fairer Chilean school accountability system: a pending subject

Muñoz-Chereau

Anwandter

Thomas

2019

Journal of Education Policy

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“…El uso de la medición de valor agregado 2 se ha intensificado notablemente, de forma que actualmente varios países desarrollados cuentan con estudios de valor agregado o de efectividad escolar teniendo como variable-criterio al valor agregado. Tal es el caso de Inglaterra (Thomas,1995;Mortimore, Sammons and Thomas, 1994;Schagen, 1994;Schagen y Sainsbury, 1996;Strand, !997;Strand, 1999;Felgate., Minnis y Schagen, 2000;Schagen y Morrison, 1999;Sammons, Thomas y Mortimore, 1997;Thomas, 2001;Schagen y Schagen, 2001); los Países Bajos (Thomas, 2001), tanto en Holanda (Reynolds,2000) como en Flanders (Opdenaker y otros, 2002); Irlanda (Smythe,1999); Francia (Duri-Bellat y Mengat, 1998); Hungría y Alemania (ver Schagen y Hutchison, 2003) y Australia (Hill y Rowe,1996;. En USA, se utilizan diferentes metodologías de valor agregado en sistemas de evaluación, tal como el Tennessee Value Added Assessment -TVAA (Sanders y Horn,1994; ver también otras referencias en Stone, 2003), con aplicación en la evaluación de docentes (Stone,2002;Cunningham y Stone,2005), y el California Assessment of Performance Indicators (Thum,2002).…”

Section: Antecedentesunclassified

Progreso de Aprendizaje en la Educación Secundaria Básica de Argentina: Un Análisis Multinivel de Valor Agregado

Cervini

2018

REICE

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Alumnos en escuelas situadas en 44 distritos de Buenos Aires fueron evaluados dos veces (7º en 2001 y 9º en 2003) en Matemática y Lengua. Basado en una muestra de 6.133 alumnos en 96 escuela para matemática y 6.862 alumnos en 97 escuelas para lengua, este estudio se propone determinar (i) el progreso educativo de los alumnos en ese período; (ii) si existen diferencias entre las escuelas en el progreso en ambas materias y (iii) en qué medida esas diferencias pueden ser explicadas por los antecedentes personales del alumno y la ‘composición’ académica y socioeconómica del grupo de alumnos (escuela).Los resultados del análisis multinivel indicaron el primer tipo de variables ‘explica’ una proporción importante del progreso del alumno y de las diferencias entre las escuelas. Las mujeres hacen más progresos que los varones en Lengua, y viceversa con respecto a Matemática. Los indicadores socioeconómicos son predictores relevantes del progreso del alumno. Aún después de controlar por las características del alumno, el efecto de la ‘composición’ académica y socioeconómica torna las diferencias entre las escuelas no significativas. Los alumnos en escuelas con composición socioeconómica y académica más elevada progresan más que otros alumnos con características similares pero en contextos menos favorables. Por lo tanto, no se encontraron evidencias de diferencias en la efectividad entre las escuelas.

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“…For example, school effectiveness studies reveal differential effectiveness for students with varying levels of prior achievement (Scheerens and Bosker 1997). Multiple process and output indicators (Schagen and Morrison 1999) are therefore necessary for a valid school quality profile. The typical SPI system does not provide these. Students with high SES backgrounds and achievement levels often enter ‘better’ schools.…”

Section: Problems Associated With the Use Of School Performance Indicmentioning

confidence: 99%

Towards Standards for the Publication of Performance Indicators in the Public Sector: The Case of Schools

Karsten

Visscher

Dijkstra

et al. 2010

Public Administration

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Since the 1990s, the media and public authorities in many developed countries have published data on the quality of public services such as schools, hospitals and police. In the education sector the publication of performance indicators and league tables generated considerable debate. In this article, the policy context of this development in the education sector is analysed in conjunction with the problems associated with the public reporting of school performance indicators. This is followed by a discussion of the need for an accepted set of publication standards. The aim of this article is to initiate a debate about whether international consensus can be reached on the content of such a set of standards, and whether a particular set of standards, developed in the Dutch context, is applicable in and relevant to other countries. These Dutch standards have been applied to a variety of English, American and Dutch publications. The results of the analysis suggest that if the Dutch standards were applied, school performance publications could be significantly improved.

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A methodology for judging departmental performance within schools

Cited by 6 publications

References 2 publications

Value-added indicators for a fairer Chilean school accountability system: a pending subject

Value-added indicators for a fairer Chilean school accountability system: a pending subject

Progreso de Aprendizaje en la Educación Secundaria Básica de Argentina: Un Análisis Multinivel de Valor Agregado

Towards Standards for the Publication of Performance Indicators in the Public Sector: The Case of Schools

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