Differential School Effectiveness: results from a reanalysis of the Inner London Education Authority's Junior School Project Data
Differential School Effectiveness: results from a reanalysis of the Inner London Education Authority's Junior School Project Data
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学校效能差异：对内伦敦教育局小学项目数据重新分析的结果
DOI：
10.1080/0141192930190407
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发表时间：
1993
影响因子：
2.3
通讯作者：
P. Cuttance
中科院分区：
文献类型：
--
作者：
P. Sammons;D. Nuttall;P. Cuttance
摘要本文报道了一个主要的纵向数据库（内伦敦教育局（ILEA）的初中项目）的数据重新分析的结果。多层次模型被用来检查入学（3年级）和5年级的阅读和数学的学校效率差异的程度，以及学生背景特征的影响。不同的学校效能进行了调查，以前在这两个领域的成绩和选定的背景特征。结果表明，存在差异的有效性（差分学校斜坡）的措施，以前的成绩。没有发现对不同群体（性别、社会阶层、种族）的学生有不同效果的证据，还审查了学校考试成绩的表述。将原始测试平均值与来自多水平分析的学校水平残差进行比较。显着的差异，学校的排名位置被发现和出版的学校排名表的影响…
Abstract The paper reports the results of a reanalysis of data from a major longitudinal data base (the Inner London Education Authority's (ILEA) Junior School Project). Multilevel models are used to examine the extent of differential school effectiveness for reading and mathematics at entry (year 3) and at year 5, and the impact of pupil background characteristics. Differential school effectiveness is investigated for prior attainment in the two areas and for selected background characteristics. The results reveal the existence of differential effectiveness (differential school slopes) for both measures of prior attainment. No evidence of differential effectiveness for pupils of different groups (sex, social class, ethnicity) is found. The presentation of schools’ test results is also examined. Raw test averages are compared with school‐level residuals from multilevel analyses. Marked differences in schools’ rank positions are found and the implications for the publication of ‘league tables’ of schools’ ...