How Sensitive Are the Evaluations of a School's Effectiveness to the Selection of Covariates in the Applied Value-Added Model?

Autor/inn/en	Levy, Jessica; Brunner, Martin; Keller, Ulrich; Fischbach, Antoine
Titel	How Sensitive Are the Evaluations of a School's Effectiveness to the Selection of Covariates in the Applied Value-Added Model?
Quelle	In: Educational Assessment, Evaluation and Accountability, 35 (2023) 1, S.129-164 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Levy, Jessica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-022-09386-y
Schlagwörter	School Effectiveness; Value Added Models; Scores; Elementary School Students; Grade 1; Grade 2; Grade 3; Academic Achievement; Mathematics Achievement; Language; Student Characteristics; Student Motivation + Suchen Sie Ihr Suchwort? Schuleffizienz; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Languages; Sprache; Schulische Motivation
Abstract	There is no final consensus regarding which covariates should be used (in addition to prior achievement) when estimating value-added (VA) scores to evaluate a school's effectiveness. Therefore, we examined the sensitivity of evaluations of schools' effectiveness in math and language achievement to covariate selection in the applied VA model. Four covariate sets were systematically combined, including prior achievement from the same or different domain, sociodemographic and sociocultural background characteristics, and domain-specific achievement motivation. School VA scores were estimated using longitudinal data from the Luxembourg School Monitoring Programme with some 3600 students attending 153 primary schools in Grades 1 and 3. VA scores varied considerably, despite high correlations between VA scores based on the different sets of covariates (0.66 < r < 1.00). The explained variance and consistency of school VA scores substantially improved when including prior math and prior language achievement in VA models for math and prior language achievement with sociodemographic and sociocultural background characteristics in VA models for language. These findings suggest that prior achievement in the same subject, the most commonly used covariate to date, may be insufficient to control for between-school differences in student intake when estimating school VA scores. We thus recommend using VA models with caution and applying VA scores for informative purposes rather than as a mean to base accountability decisions upon. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01