Pupil composition and accountability: An analysis in English primary schools

Lauder, Hugh; Kounali, Daphne‐Zacharenia; Robinson, Tony

doi:10.1016/j.ijer.2010.08.001

Cited by 23 publications

(17 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Several reasons have been identified as contributing to this lack of consensus (Lauder, Kounali, Robinson, & Goldstein, 2010;Thrupp, 1999;Wilkinson et al, 2000). One of the factors responsible for these on-going debates is the prevalence of measurement error in the individual-level variables involved in studies of compositional effects.…”

Section: Substantive Basis: School Compositional Effectsmentioning

confidence: 99%

See 1 more Smart Citation

Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models

Televantou

Marsh

Kyriakidēs

et al. 2015

School Effectiveness and School Improvement

View full text Add to dashboard Cite

The main objective of this study was to quantify the impact of failing to account for measurement error on school compositional effects. Multilevel structural equation models were incorporated to control for measurement error and/or sampling error. Study 1, a large sample of English primary students in Years 1 and 4, revealed a significantly negative compositional effect associated with school-average achievement that became more negative after controlling for measurement error. Study 2, a large study of Cypriot primary students in Year 4, showed a small, positive but statistically significant compositional effect that became non-significant after controlling for measurement error. Our findings have important methodological, substantive, and theoretical implications for on-going debates on the school compositional effects on students' outcomes, because nearly all previous research has been based on traditional approaches to multilevel models, which are positively biased, due to the failure to control for measurement error.

show abstract

Section: Substantive Basis: School Compositional Effectsmentioning

confidence: 99%

“…Studying this age range is not so common in the existing literature; studies tend to focus on older children and on outcomes at the end of the primary stage (e.g., Kyriakides & Tsangaridou, 2008;Lauder et al, 2010). Nonetheless, it is crucial to obtain an insight into the early stages of schooling.…”

Section: Implications and Directions For Further Researchmentioning

confidence: 99%

Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models

Televantou

Marsh

Kyriakidēs

et al. 2015

School Effectiveness and School Improvement

View full text Add to dashboard Cite

show abstract

“…In other words, the compositional effect would capture what is not so well captured by the level-one model. However, the methodology used by Harker and Tymms has been criticized in its turn, among others, for sampling and reliability issues (Lauder et al, 2010).…”

Section: The Compositional Effectmentioning

confidence: 99%

Comparing Compositional Effects in Two Education Systems: The Case of the Belgian Communities

Danhier

Martin

2014

British Journal of Educational Studies

View full text Add to dashboard Cite

The Belgian educational field includes separate educational systems reflecting the division of the country into linguistic communities. Even if the French-speaking and the Dutch-speaking communities keep sharing important similarities in terms of funding rules and structures, they present a huge gap between their respective pupils' achievement. The Belgian educational systems are then characterized by high levels of segregation; this paper aims to model the potential differential effect of school composition on pupils' achievement. Multilevel models are consequently tested on the Programme for International Student Assessment 2009 data (7184 respondents in 236 schools). Our results suggest that the position of pupils in the educational system still has a deep influence in a system that functions as a quasi-market and where grade repetition and tracking are widely used. Our analysis also confirms that academic and socio-economic compositions have an extra negative effect on pupils' achievement.

show abstract

“…School composition effects are usually defined as the effects of the student body of a school on the outcomes of students in addition to individual pupil characteristics (Harker & Tymms, 2004;Lauder, Kounali, Robinson, & Goldstein, 2010;McEwan, 2003). This means that pupils with higher prior achievement scores tend to get higher final achievement scores, but also that two pupils with similar achievement prior scores but attending different schools can be predicted to have different final achievement scores depending on the average scores of the other pupils in their schools (Harker & Tymms, 2004).…”

Section: Introductionmentioning

confidence: 99%

The impact of student composition on schools’ value-added performance: a comparison of seven empirical studies

Timmermans

Thomas

2014

School Effectiveness and School Improvement

View full text Add to dashboard Cite

In many countries, policy makers struggle with the development of value-added indicators of school performance for educational accountability purposes and in particular with the choice whether school context measured in the form of student composition variables should be included. This study investigates differences between 7 empirical studies that have looked at changes in value-added indicators through the inclusion of school composition variables. Differences were found in the strength of the association between Type A (student-level covariates) and Type B (student-and school-level covariates) school effect models in various regions, varying between 0.74 and 0.99 for secondary education. Important differences were found between the estimate of a school's effectiveness by using a Type A or a Type B value-added model in secondary education in The Netherlands, Belgium, Chile, and Australia and in US and UK primary education. However, few differences were found in other cases.

show abstract

Pupil composition and accountability: An analysis in English primary schools

Cited by 23 publications

References 19 publications

Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models

Phantom effects in school composition research: consequences of failure to control biases due to measurement error in traditional multilevel models

Comparing Compositional Effects in Two Education Systems: The Case of the Belgian Communities

The impact of student composition on schools’ value-added performance: a comparison of seven empirical studies

Contact Info

Product

Resources

About