Modeling educational effectiveness and equity at the school level

学校效能研究探讨学校投入变数（如学生组成、学校资源和学校结构）、学校内部过程（如学校气氛、校长管理风格和教学质量）和学校产出措施之间的关系。输出主要集中在学生的成绩，但也对动机或情感变量。在实证研究中，学校效能的操作化有不同的途径。在拟议的项目中，我们区分质量和公平。质量是由学校具体的成绩增益根据学生的背景特点进行调整（“增值”）。评估公平性的方法是评估学生背景变数（例如性别、社经地位、移民背景）与教育成果之间的学校关系。学校效能的不同运作方式有多一致？，2.哪些输入变量与学校效能相关？和3.学校效能在不同时期的稳定性如何？学校效能变化的预测因素是什么？第1组和第2组的问题可以分别用LAU和KESS的数据进行分析，结果可以用其他研究的数据进行交叉验证。为了回答第3组的问题，利用MILES数据的具体结构，将两项研究视为学校一级的两次“重复测量”。对于这两个方面，质量和公平都是使用学生一级的纵向数据进行操作的。这允许检查稳定性和变化，在学校的有效性随着时间的推移，并预测学校的有效性在第二次（KESS）与学校水平的预测在较早的时间点（LAU）进行评估。除了与学校效能有关的研究问题外，拟议项目还将探讨与所需分析技术有关的方法问题。具体而言，确定基于模型的学校效能变量的可靠性的因素将进行检查，潜在的和观察到的变量模型进行比较，并将探讨学校效能变量的合理值的生成。

School effectiveness research deals with associations between school input variables (e.g. student composition, school resources, and school structure), processes within school (e.g. school climate, management style of the school principal, and instructional quality), and school output measures. Output predominantly focuses on student achievement, but also on motivational or affective variables. There are different ways to operationalize school effectiveness in empirical research. Within the proposed project, we distinguish between quality and equity. Quality is operationalized by the school specific gain in achievement adjusted for student background characteristics ("value added"). Equity is assessed by estimating school specific relations between student background variables (e.g. gender, SES, migration background) and educational outcomes.Using data from the LAU and KESS studies, the proposed project aims at answering three groups of research questions: 1. How consistent are different operationalizations of school effectiveness?, 2. What input variables are associated with school effectiveness?, and 3. how stable is school effectiveness across time and what are predictors for change in school effectiveness? Analyses for questions from groups 1 and 2 can conducted with data from LAU and KESS separately, and results can be cross-validated with data from the respective other study. To answer questions from group 3, the specific structure of the MILES data is utilized by treating both studies as two "repeated measurements" on school level. For both, quality and equity are operationalized using longitudinal data on student level. This allows to examine stability and change in school effectiveness across time and to predict school effectiveness at the second occasion (KESS) with school level predictors assessed at the earlier time point (LAU). In addition to the research questions related to school effectiveness, the proposed project will also pursue methodological questions related to the required analysis techniques. Specifically, factors determining the reliability of model based school effectiveness variables will be examined, latent and observed variable models will be compared, and the generation of plausible values for school effectiveness variables will be explored.