Stability and Consistency in Secondary Schools’ Effects on Students’ GCSE Outcomes over Three Years∗
Stability and Consistency in Secondary Schools’ Effects on Students’ GCSE Outcomes over Three Years∗
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三年来中学的稳定性和一致性对学生 GCSE 成绩的影响*
DOI：
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发表时间：
1997
期刊：
影响因子：
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通讯作者：
R. Smees
中科院分区：
文献类型：
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作者：
S. Thomas;P. Sammons;P. Mortimore;R. Smees
摘要：本文报告了英国一项调查差异学校有效性问题的研究结果。研究了总体学校效应与部门差异对16岁学生中等教育普通证书成绩影响的大小，以及六个GCSE学科结果中部门效应的内部（学校内部）一致性，以及三个GCSE队列（1990 - 1992）中学校和部门效应的稳定性。采用增值方法，控制选定的学生入学措施（如中学转学成绩）。多层次分析的结果表明，很少有学校的表现既一致（跨学科）又稳定（随时间推移）。结果的含义讨论了有关公布和解释学校的考试成绩，以及使用学校和部门的有效性措施，学校自我评价。*这篇论文的工作得到了……
ABSTRACT This paper reports the results of a UK study investigating the issue of differential school effectiveness. The size of overall school effects versus departmental differences in effects on 16 year old students’ General Certificate in Secondary Education performance are examined, as well as the internal (within school) consistency of departmental effects across six GCSE subject outcomes and the stability of school and departmental effects across three GCSE cohorts (1990‐1992). A value added approach is adopted, controlling for selected student intake measures (such as attainment at secondary transfer). The findings of multilevel analyses suggest that very few schools perform both consistently (across subjects) and with stability (over time). The implications of the results are discussed in relation to the publication and interpretation of schools’ examination results as well as the use of school and departmental effectiveness measures for school self‐evaluation. ∗Work on this paper was supported by...