Which Ranking? The Impact of a 'Value-Added' Measure of Secondary School Performance
Which Ranking? The Impact of a 'Value-Added' Measure of Secondary School Performance
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哪个排名？
DOI：
10.1111/j.1467-9302.2004.00391.x
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发表时间：
2004
影响因子：
2.5
通讯作者：
Deborah Wilson
中科院分区：
文献类型：
--
作者：
Deborah Wilson
这篇专题文章分析增值表现指标对中学在英语排行榜上排名的影响。学校排名被认为是非常敏感的类型的PI雇用，和新的增值PI很可能会导致显着的运动向上和向下的排名。学校仍然有机会尝试和游戏的系统，以提高他们的联赛排名。增值PI减少了学校选择学生的激励，但目前在英格兰使用的版本可能会激励学校扭曲那些处于分配顶端的学生的努力。增值PI显示，提供了一个更准确的衡量学校的表现。然而，为了让家长成为改善教育市场的有效驱动力，政府可能还需要衡量不同学生类型之间差异增值的影响。
This article analyses the impact of a value-added performance indicator (PI) on the rankings of secondary schools in the English league tables. School rankings are seen to be very sensitive to the type of PI employed, and the new value-added PI is likely to result in significant movements up and down the rankings. There is still scope for schools to try and game the system in order to improve their league table position. Value-added PIs reduce the incentives for schools to select their pupils, but the version currently employed in England may create an incentive for schools to distort effort away from those pupils at the top end of the distribution. The value-added PI is shown to provide a more accurate measure of school performance. However, in order for parents to be effective drivers for improvement in the education market, it may also be necessary for the government to measure the impact of differential value-added across different student types.