Quality & Quantity

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

On the stability of value added indicators

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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