Quality & Quantity

, Volume 46, Issue 2, pp 627–637 | Cite as

On the stability of value added indicators

  • Maria Eugénia Ferrão
Research Note


This paper shows how relevant concepts in educational effectiveness can support public policy in order to improve the performance of educational systems. Specifically, value-added indicators and the property of their stability over time is addressed with reference to application to school/teacher improvement. Findings of a longitudinal study developed in Portugal concerning primary education in mathematics are presented. Variance component models are fitted in order to obtain those indicators yearly to class-school units. Results of this study reveal that value-added indicators can be a useful instrument for progressive improvement in education, particularly in countries with high rates of student retention and evasion. The novelty of this paper is to measure value added over a single year rather than all stage of schooling that refers to more than 1 year.


Multilevel modelling Value-added Performance indicators Longitudinal data School/teacher effectiveness School/teacher accountability School/teacher improvement 


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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.Departamento de MatemáticaUniversidade da Beira InteriorCovilhãPortugal

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