Educational effectiveness in Chilean secondary education: comparing different ‘value added’ approaches to evaluate schools

Muñoz-Chereau, Bernardita; Thomas, Sally M

doi:10.1080/0969594x.2015.1066307

Cited by 21 publications

(18 citation statements)

References 47 publications

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“…Previous studies on school effects in Chile using raw cross-sectional data have estimated a between-school variance ranging from 30 to 50% (e.g., Mizala, Romaguera, & Ostoic, 2004;OECD, 2013;Willms & Somers, 2001). When applying contextualised value-added models, school effects are found to be in the order of 6 to 20% (Muñoz-Chereau & Thomas, 2016, Troncoso et al, 2016.…”

Section: It Follows That the Magnitude Of School Effects On Student Amentioning

confidence: 94%

Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

Ortega

Malmberg

Sammons

2018

Educational Evaluation and Policy Analysis

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This study investigates school effects on primary school students' language and mathematics achievement trajectories in Chile, a context of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudinal design (three time-points, four cohorts) together spanning Grades 3 to 8 (n = 19,704 students in 156 schools). The magnitudes of school effects on students' growth trajectories were found to be sizeable (generally larger than school effects in Western industrialised countries) and moderately consistent across school subjects. School composition effects on student achievement status were found for both school subjects. However, there was no evidence of composition effects on student achievement growth. The study provides new evidence on the size and nature of school effects in a developing country context based on state-of-the-art methods (i.e., accelerated longitudinal and growth curve models).

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Section: It Follows That the Magnitude Of School Effects On Student Amentioning

confidence: 94%

Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

Ortega

Malmberg

Sammons

2018

Educational Evaluation and Policy Analysis

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“…Muñoz-Chereau (2018) found that the percentage of total variance in student's math Raw attainment attributable to differences between primary schools reduced from 28.5% to 14.5% after controlling for aspects arguably out of the school control, indicating that the pupil intake and contextual features of Chilean primary schools exert a powerful influence on students' outcomes. Without VAM, these differences might be wrongly attributable to differences between schools' effectiveness, when in reality they are by large due to prior attainment and socioeconomic inequalities (Manzi, San Martín & Van Bellegem, 2011;Muñoz-Chereau, 2013;Muñoz-Chereau & Thomas, 2016;Torres, 2018).…”

Section: The Context: Chilean New Accountability Systemmentioning

confidence: 99%

“…achievement and progress, demonstrated by statistically significant differences between schools in relation to pupils' value added progress. Whilst raw measures of pupils' academic outcomes are useful for highlighting the attainment gaps at the school system, it is typically considered a poor indicator for other purposes -such as school accountability, school improvement or school choice-because making the school solely responsible for the results of their students, without accounting for external factors, is not fair, nor defendable (Muñoz-Chereau & Thomas, 2016).…”

mentioning

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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“…Although in primary education, there seems to be no difference between boys' and girls' results [24], in secondary education, girls tend to perform worse in mathematics and better in reading and writing [13,25]. This could be explained by the influence of gender stereotypes still present in today's society [26].…”

Section: Introductionmentioning

confidence: 99%

Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees

2020

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The general objective of this study is to explore the relationship between students’ contextual characteristics and their performance in mathematical reasoning (MR) and linguistic comprehension (LC) skills. The census data from the ESCALA (EScritura, CAlculo y Lectura en Andalucía) tests developed by Agencia Andaluza de Evaluación Educativa (AGAEVE) in 2017 were used. These tests are carried out in the second year of primary school in the Autonomous Community of Andalusia (Spain). These data have been analysed through the data mining technique known as segmentation trees, using the CRT (Classification and regression trees) algorithm for each of the skills. This has allowed the detection of the high influence of social and cultural status (ESCS) and familial expectations regarding academic performance in both tests. In addition, it allows us to point out that there are different interactions between contextual characteristics and their relationship to performance in MR and LC. These results have made it possible to establish groups of students who may be at risk of not reaching the minimum required levels. Some characteristics of at-risk students are low ESCS, low family expectations or being born in the last six months of the year. The detection of at-risk profiles could contribute to the optimisation of the performance of these groups by creating specific plans.

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Educational effectiveness in Chilean secondary education: comparing different ‘value added’ approaches to evaluate schools

Abstract: This article reports an original investigation into school performance measures and the multilevel nature of pupil achievement data in the Chilean school system using a sample of 177,461 students, nested within

Cited by 21 publications

References 47 publications

Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

Teacher Effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model

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

Influence of Contextual Variables on Educational Performance: A Study Using Hierarchical Segmentation Trees

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