Combining multilevel analysis with national value‐added data sets—a case study to explore the effects of school diversity
Combining multilevel analysis with national value‐added data sets—a case study to explore the effects of school diversity
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将多层次分析与国家增值数据集相结合——探索学校多样性影响的案例研究
DOI：
10.1080/01411920500082144
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发表时间：
2005
影响因子：
2.3
通讯作者：
S. Schagen
中科院分区：
文献类型：
--
作者：
I. Schagen;S. Schagen
大规模匹配数据集的出现，将学生在关键阶段的成就联系在一起，为探索学校组织因素对学生表现的影响提供了新的机会。与目前可用的复杂和高效的多层次分析软件相结合，它为教育研究人员提供了开发关于新旧问题的客观证据的机会。以前报告的研究基于从1997年的关键阶段2到2000年的关键阶段3和从1998年的关键阶段3到2000年的普通中等教育证书(GCSE)的单独数据集，重点是选拔学校、专门学校和宗教学校的影响。我们现在有一个全国性的数据集，其中有38万名学生在1996年的关键阶段2水平与他们在2001年的普通中等教育证书成绩相匹配，这使我们能够根据所有五年中学教育的增值结果重新进行这些分析。分析的结果在很大程度上证实了先前工作的发现，即不同学校类型对学生进步的明显影响。文章强调了国家匹配数据集和多水平模型的结合将继续对教育研究做出重要贡献。
The advent of large-scale matched data sets, linking pupils' attainment across key stages, gives new opportunities to explore the effects of school organisational factors on pupil performance. Combined with currently available sophisticated and efficient software for multilevel analysis, it offers educational researchers the chance to develop objective evidence about issues both old and new. Previously reported research, based on separate data sets from Key Stage 2 1997 to Key Stage 3 2000 and Key Stage 3 1998 to General Certificate of Secondary Education (GCSE) 2000, focused on the impact of selective, specialist and faith schools. We now have access to a national data set with 380,000 pupils' Key Stage 2 levels in 1996 matched to their GCSE performance in 2001, and this has enabled us to rework these analyses based on value-added results across all five years of secondary education. Results of the analysis largely confirmed the findings of previous work, in terms of the apparent impacts of different school types on pupils' progress. The article emphasises the important contribution that the marriage of national matched data sets and multilevel modelling will continue to make to educational research.