scholarly journals Comparing Least-Squares Value-Added Analysis and Student Growth Percentile Analysis for Evaluating Student Progress and Estimating School Effects

2013 ◽  
Author(s):  
Brendan Houng ◽  
Moshe Justman
Keyword(s):  
Least Squares ◽  
Value Added ◽  
School Effects ◽  
Student Growth ◽  
Student Progress ◽  
Student Growth Percentile

scholarly journals A Comparison of Student Growth Percentile and Value-Added Models of Teacher Performance

2015 ◽  
Vol 2 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Cassandra Guarino ◽  
Mark Reckase ◽  
Brian Stacy ◽  
Jeffrey Wooldridge
Keyword(s):  
Teacher Performance ◽  
Value Added ◽  
Student Growth ◽  
Value Added Models ◽  
Student Growth Percentile

scholarly journals Educator Evaluation Policy that Incorporates EVAAS Value-Added Measures: Undermined Intentions and Exacerbated Inequities

2015 ◽  
Vol 23 ◽  
pp. 76 ◽  
Author(s):  
Kimberly Kappler Hewitt
Keyword(s):  
Effective Teachers ◽  
Value Added ◽  
The United States ◽  
Teacher Evaluations ◽  
Student Growth ◽  
Unintended Effects ◽  
Educator Evaluation ◽  
Perceived Effects ◽  
Negative Perceptions ◽  
Student Growth Measures

In the United States, policies in forty states and D.C. incorporate student growth measures – estimates of student progress attributed to educators – into educator evaluation. The federal government positions such policies as levers for ensuring that more students are taught by effective teachers and that effective educators are more equitably distributed amongst schools. Because these policies are new, little is known about how educators respond to them. Mixed methods survey data from a large, diverse district in North Carolina, a state that incorporates value-added data into teacher evaluations, indicate that substantive, unintended effects may undermine the purposes for which these policies were developed. Results indicate that educators evaluated by value-added are generally opposed to its use. Those who have previously been evaluated by value-added have significantly more negative perceptions about the fairness and accuracy of value-added, are more opposed to its use in educator evaluation, and are more likely to perceive that it will not result in more equitable distribution of good educators across schools and that educators will avoid working with certain students because of value-added. Respondents perceived effects of the use of value-added for teacher accountability that fall within five themes: 1) Educators increasingly game the system and teach to the test, 2) Teachers increasingly leave the field, 3) Some educators seek to avoid working with certain students and at certain schools, 4) Educators feel an increase in stress, pressure, and anxiety, 5) Educator collaboration is decreasing, and competition is increasing. Based on findings, the author recommends five mid-course policy corrections.

Examining Relationships Between Where Students Start and how Rapidly they Progress: Using New Developments in Growth Modeling to Gain Insight into the Distribution of Achievement Within Schools

2003 ◽  
Vol 25 (3) ◽  
pp. 263-286 ◽  
Author(s):  
Michael Seltzer ◽  
Kilchan Choi ◽  
Yeow Meng Thum
Keyword(s):  
School Performance ◽  
Time Series Data ◽  
Growth Models ◽  
Growth Modeling ◽  
Educational Interventions ◽  
School Effects ◽  
Series Data ◽  
Student Progress ◽  
Modeling Methodology ◽  
The Relationship

Studying change in student achievement is of central importance in numerous areas of educational research, including efforts to monitor school performance, investigations of the effects of educational interventions over time, and school effects studies focusing on how differences in school policies and practices relate to differences in student progress. In this article, we argue that in studying patterns of change, it is often important to consider the relationship between where students start (i.e., their initial status) and how rapidly they progress (i.e., their rates of change). Drawing on recent advances in growth modeling methodology, we illustrate the potential value of such an approach in the context of monitoring school performance. In particular, we highlight the ways in which attending to initial status in analyses of student progress can help draw attention to possible concerns regarding the distribution of achievement within schools. To convey the logic of our approach and illustrate various analysis possibilities, we fit a series of growth models to the time series data for students in several schools in the Longitudinal Study of American Youth (LSAY) sample. In a final section, we discuss some of the possibilities that arise in employing a modeling approach of this kind in evaluating educational programs and in conducting school effects research.

scholarly journals Interpreting Tests of School VAM Validity

2016 ◽  
Vol 106 (5) ◽  
pp. 388-392 ◽  
Author(s):  
Joshua Angrist ◽  
Peter Hull ◽  
Parag Pathak ◽  
Christopher Walters
Keyword(s):  
School District ◽  
Predictive Value ◽  
Degrees Of Freedom ◽  
School Attendance ◽  
Value Added ◽  
School Effects ◽  
Test Statistic ◽  
Forecast Bias ◽  
Value Added Models

We develop over-identification tests that use admissions lotteries to assess the predictive value of regression-based value-added models (VAMs). These tests have degrees of freedom equal to the number of quasi-experiments available to estimate school effects. By contrast, previously implemented VAM validation strategies look at a single restriction only, sometimes said to measure forecast bias. Tests of forecast bias may be misleading when the test statistic is constructed from many lotteries or quasi-experiments, some of which have weak first stage effects on school attendance. The theory developed here is applied to data from the Charlotte-Mecklenberg School district analyzed by Deming (2014).

Principals’ Uses and Interpretations of Student Growth Percentile Data

2016 ◽  
Vol 26 (1) ◽  
pp. 6-33 ◽  
Author(s):  
Amanda L. Clauser ◽  
Lisa A. Keller ◽  
Kathryn A. Mcdermott
Keyword(s):  
Student Growth ◽  
Student Growth Percentile

scholarly journals Effects of school environments on student risk-behaviours: evidence from a longitudinal study of secondary schools in England

2019 ◽  
Vol 73 (6) ◽  
pp. 502-508 ◽  
Author(s):  
Chris Bonell ◽  
Emma Beaumont ◽  
Matthew Dodd ◽  
Diana Ruth Elbourne ◽  
Leonardo Bevilacqua ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Sense Of Belonging ◽  
Value Added ◽  
School Effects ◽  
School Level ◽  
Disadvantaged Students ◽  
Risk Behaviours ◽  
Human Functioning ◽  
Student Risk ◽  
School Organisation

BackgroundThe theory of human functioning and school organisation proposes that schools with rigid ‘boundaries’ (weaker relationships), for example, between staff and students, or learning and broader development, engender weaker student school commitment and sense of belonging, particularly among disadvantaged students, leading to greater involvement in risk-behaviours. Existing studies provide some support but rely on a proxy exposure of ‘value-added education’ and have not explored effects by disadvantage.MethodsWe used longitudinal data from English secondary schools from the control arm of a trial, assessing school-level measures of rigid boundaries, and student commitment and belonging at age 11/12, and student risk-behaviours at age 14/15.ResultsOur direct measures were more strongly associated with risk-behaviours than was value-added education. School-level rigid boundaries were associated with increased alcohol use and bullying. Student belonging was more consistently associated with reduced risk-behaviours than was student commitment. Some school effects were greater for students from disadvantaged subgroups defined in terms of poverty, ethnicity and family structure.ConclusionOur results provide direct support for the theory of human functioning and school organisation and suggest a sense of belonging in school might be particularly protective factor among secondary school students. School effects on risk are generally stronger among disadvantaged students as theorised.Trial registration numberISRCTN10751359

Sign in / Sign up

Export Citation Format

Share Document