Reliability and validity in measuring the value added of schools

Grift, Wim van de

doi:10.1080/09243450902883946

Cited by 21 publications

(24 citation statements)

References 37 publications

(39 reference statements)

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“…Necessarily, these techniques require adjustments for individual prior achievement -the criterion being the students' achievement at the end of the period over which the effectiveness of the institution is to be assessed. Value-added modelling is the statistical basis for the construction of the schools' league tables (Van de Grift, 2009), the tables that show rankings of schools according to measures of interest, such as the students' academic performance. When school compositional effects are included in value-added analysis in addition to the student-level background characteristics, then the term "contextual value-added" models is used to characterise the type of the models produced.…”

Section: Substantive Basis: School Compositional Effectsmentioning

confidence: 99%

“…Compositional effects are central to many new developments in the field of school and teacher effectiveness studies (Ballou, Sanders, & Wright, 2004;Guldemond & Bosker, 2009;Van de Grift, 2009;Verachtert, Van Damme, Onghena, & Ghesquière, 2009). The methodology that we propose has potential to be widely applicable in the field of education, in investigating the effects of continuous variables aggregated at a higher level (e.g., the student or the classroom) on individual-level outcomes.…”

Section: Introductionmentioning

confidence: 99%

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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

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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.

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Section: Substantive Basis: School Compositional Effectsmentioning

confidence: 99%

Section: Introductionmentioning

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

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“…Despite some limitations, the results support the international validity of most teacher, school, and contextual factors of the dynamic model, but also recorded that some factors are more country specific than others (Creemers et al, 2013). Other interesting theoretical speculations of a different kind are in Luyten, Visscher, and Witziers (2005) and Van de Grift (2009).…”

mentioning

confidence: 99%

Educational effectiveness research (EER): a state-of-the-art review

Reynolds

Sammons

Fraine

et al. 2014

School Effectiveness and School Improvement

362

254

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and other societies, dating from the field's origins in the 1970s. Issues include its history, methodological and theoretical advances, scientific properties of school effects, processes at school and classroom level behind these effects, the somewhat limited translation of findings into policy and practice across the world, and future directions for research and practice in EER and for all of the discipline more generally. Future research needs are argued to be a further concentration upon teaching/teachers, more longitudinal studies, more work on possible context specificity, exploration of the cross-level transactions between schools and their teachers/classrooms, the adoption of "efficiency" as well as "effectiveness" as outcome measures, and a renewed focus upon the education of the disadvantaged, the original focus of our discipline when it began.

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“…Dutch secondary schools differ considerably in rate of repeaters, the rate of students transferred to lower school tracks and drop-outs (Inspectorate of Education, 2008). These are not random factors (Van der Grift, 2009). Significant correlations were found between the quality of the educational process and drop-out and repeater rates, with lower quality of instruction, educational climate and safety in schools having higher repeater rates (Inspectorate of Education, 2008).…”

Section: Comparing Value Added Models On Aspects Of Validity Reliabimentioning

confidence: 98%

Value added based on educational positions in Dutch secondary education

Timmermans

Bosker

Wolf

et al. 2013

British Educational Res J

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Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational position as output measure; (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks; and (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL'99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio-economic status and prior achievement. The phenomena of differential school effects for socio-economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling.

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Reliability and validity in measuring the value added of schools

Cited by 21 publications

References 37 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

Educational effectiveness research (EER): a state-of-the-art review

Value added based on educational positions in Dutch secondary education

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