Monitoring School Performance Using Value-Added and Value-Table Models: Lessons from the UK
Since 1992, the UK Government has published so-called ‘school league tables’ summarizing the average attainment and progress made by students in each state-funded secondary school in England. In this article, we statistically critique and compare prominent past, current and forthcoming value-added and value-table measures of school performance. We discuss the advantages and disadvantages of these different measures as well as their underlying statistical models.
KeywordsValue-added model Value-table Multilevel model School accountability
This research was funded by UK Economic and Social Research Council grant ES/K000950/1.
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