Comparison of Value Added Models for Secondary School Effectiveness
Comparison of Value Added Models for Secondary School Effectiveness
复制标题
中学效能增值模式比较
DOI：
10.1080/0267152960110103
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发表时间：
1996
影响因子：
2
通讯作者：
P. Mortimore
中科院分区：
文献类型：
--
作者：
S. Thomas;P. Mortimore
摘要针对政府要求学校公布原始考试成绩的规定，当局对衡量学校效能的增值措施进行了检讨。这项研究报告了对兰开夏郡1993年普通中等教育证书考试成绩的一系列多层次分析，采用了各种各样的学生入学和学校背景变量，以及每所学校的集水区和每个学生所在地区的一系列1991年人口普查措施。该方法包括评估和比较针对不同学生和学校背景因素控制的几种不同增值模型的结果。研究结果表明，学生成绩在学校水平上的很大一部分差异可以用学生录取因素来解释。此外，不同增值模型之间的比较表明，当有丰富和广泛的学生水平数据(例如，不同地区的先前成就衡量标准)并在分析中考虑到时，学校背景因素(S…
ABSTRACT The issue of value‐added measures of school effectiveness is reviewed in relation to the Government's requirement for schools to publish raw examination results. The study reports a series of multilevel analyses of the 1993 GCSE examination results in Lancashire employing a wide variety of pupil intake and school context variables as well as a range of 1991 Census measures attached to each school's catchment area and each pupil's home area. The methodology involves evaluating and comparing the results of several different value‐added models controlling for different pupil and school background factors. The findings indicate that a substantial percentage of school level variation in pupil outcomes can be explained by pupil intake factors. In addition, comparisons between the different value‐added models indicate that when rich and wide‐ranging pupil level data (for example, prior attainment measures in different areas) are available and taken into account in the analysis, school‐context factors (s...