Abstract
In the last decade a great deal of interest at the national and international level has been shown in measuring the school impact on student achievement. Standardized tests and the Value Added Methodology have emerged as the appropriate instruments for this purpose. The aim of this paper is to find a value added measure for upper secondary schools of the Lombardy region from the OECD-PISA 2009 data. The initial cognitive level of the student, which is necessary for the analysis, has been obtained by summarizing different teachers’ evaluations from a Rasch analysis. A multilevel model has been fitted to control the student and school factors effecting the reading results. In particular, even the reading enjoyment variable has been considered, since it explains a high variability of student performance. The ranking of the upper secondary schools based on the value added measures is compared with the one obtained using raw data, showing significantly different results.
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Notes
- 1.
PISA 2012 data are not available yet.
- 2.
The PVs are meant to prevent biased inferences, which can occur as a result of measuring the not directly observable student skill. Instead of directly estimating it, a probability distribution is estimated. Then the PVs are random draws from this distribution. The required statistic and its respective standard error have to be computed for each plausible value and then put together (PISA 2012).
- 3.
Given the PISA complex sample design, the use of replicates is needed to obtain reliable sampling variances. The Fay’s variant of the Balanced Repeated Replication (BRR) is used (PISA 2012).
- 4.
This variable (JOYREAD index) is derived by OECD, putting together eleven items (PISA 2012) by a scaling procedure (Item Response Theory).
- 5.
This variable was created by OECD on the basis of the occupational and educational level of the student’s parents, home educational and cultural resources (PISA 2012).
- 6.
The variable assumes value one if the school is located in a town with fewer than 100,000 people otherwise it assumes value zero.
- 7.
In Italy there are many types of liceo: classical, scientific, socio-pedagogical.
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Romeo, I., Fiore, B. (2014). A Value Added Approach in Upper Secondary Schools of Lombardy by OECD-PISA 2009 Data. In: Vicari, D., Okada, A., Ragozini, G., Weihs, C. (eds) Analysis and Modeling of Complex Data in Behavioral and Social Sciences. Studies in Classification, Data Analysis, and Knowledge Organization. Springer, Cham. https://doi.org/10.1007/978-3-319-06692-9_26
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