Multilevel Modelling in an Indicator System

Fitz‐Gibbon, Carol Taylor

doi:10.1016/b978-0-12-582910-6.50011-3

Cited by 29 publications

(20 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Similar conclusions have been drawn from a recent ESRC study looking at a wider range of outcomes (six GCSE subjects and one overall GCSE measure) concerned with the consistency and stability over time of inner city secondary school effects (Thomas, Sammons, Mortimore, & Smees, 1997a, 1997b. These ®ndings are re¯ected in research carried out abroad in the Netherlands (e.g., Luyten, 1994) and at the post-16-level (Fitz-Gibbon, 1991).…”

Section: A Range Of Different Outcomesmentioning

confidence: 99%

Dimensions of Secondary School Effectiveness: Comparative Analyses Across Regions

Thomas¹

2001

School Effectiveness and School Improvement

View full text Add to dashboard Cite

Recent UK government policy implementing new systems of evaluation and accountability have highlighted the use of performance data to inform judgements about secondary schools and stimulate school improvement. However, these developments have been informed by a relatively small number of research studies addressing the methodology of measuring school effectiveness, and often employing limited or incomplete datasets. This paper reports the ®ndings of an Economic & Social Research Council (ESRC) funded study that employs 6 extensive and detailed regional datasets (drawn from Lancashire, London, Jersey, Scotland, the Netherlands and England as a whole). The study aims to provide new evidence to assist school staff, policy-makers and academics in understanding the multi-faceted nature of school effectiveness and the need to evaluate school performance in detail. The objectives were to investigate 1) the optimal models for measuring secondary school effectiveness across a range of outcomes in the UK and abroad; 2) the extent of regional differences in the results; 3) the de®nition of the underlying dimension(s) of school effectiveness across different regional and policy contexts. The ®ndings show that at least 4 dimensions of secondary school effectiveness can be de®ned, speci®cally in terms of different outcomes, pupil groups, pupil cohorts and curriculum stages. In addition regional differences appear to exist in the size and impact of school effects, and these are mirrored by differences in regional context in terms of pupil selection. In conclusion it is argued that effectiveness at different levels of the education system (e.g., individual pupils; departments; whole school; region and nationally), as well as interactions between levels, needs to be continually monitored in order to map out the boundaries of school effectiveness and how these change over time. The ®ndings are discussed in relation to developing a value added framework for school evaluation in the UK.

show abstract

Section: A Range Of Different Outcomesmentioning

confidence: 99%

Dimensions of Secondary School Effectiveness: Comparative Analyses Across Regions

Thomas¹

2001

School Effectiveness and School Improvement

View full text Add to dashboard Cite

show abstract

“…Because the secondary school effect on the short-term academic achievement of their students was not the focus of this investigation, we can only hypothesize that secondary schools have an indirect impact on their students' long-term educational choice and success in higher education by positively affecting students' short-term academic progress. Exploring the literature, a lot of evidence can be found of the secondary school's impact on the cognitive outcomes of their students (Daly, 1991;Fitz-Gibbon, 1991;Lee & Bryk, 1989;Tymms, 1993;Willms & Raudenbush, 1989). This may indicate, as concluded by Tymms (1995), that effective schools in terms of cognitive outcomes are also effective in terms of educational career choice and success in subsequent higher education.…”

Section: Long-term Secondary School Effectmentioning

confidence: 99%

Effect of Secondary Schools on Academic Choices and on Success in Higher Education

Pustjens

gaer

Damme

et al. 2004

School Effectiveness and School Improvement

View full text Add to dashboard Cite

“…Several school effectiveness researchers found that individual departments in schools also showed differential effects. Research on departmental effects, such as that by Fitz-Gibbon (1991, Harris et al (1995), Sammons et al (1997) and Harris (1998) focused attention onto even smaller groups and individual teachers. If departments could be located that were seen to be doing less well than other departments in the same school, then individuals could be isolated for blame-and, occasionally, praise.…”

Section: How Did We Get Here?mentioning

confidence: 97%

Redefining School Effectiveness

Walford

2002

Westminster Studies in Education

View full text Add to dashboard Cite

This article examines some of the effects of the focus of school effectiveness research on the single variable of examination success. It considers the English political context within which the use of this indicator has developed and argues that such a focus has caused considerable harm. Finally, it emphasises the need for researchers to develop and use a greater variety of measures of school effectiveness.

show abstract

Multilevel Modelling in an Indicator System

Cited by 29 publications

References 8 publications

Dimensions of Secondary School Effectiveness: Comparative Analyses Across Regions

Dimensions of Secondary School Effectiveness: Comparative Analyses Across Regions

Effect of Secondary Schools on Academic Choices and on Success in Higher Education

Redefining School Effectiveness

Contact Info

Product

Resources

About