Optimal multilevel models of school effectiveness: Comparative analyses across regions

Project Details


In 1992 the DFE introduced for the first time the publication of school's GCSE/GCE examination performance and this has stimulated intense national debate concerning how school effectiveness should be measured and judged as well as the appropriateness of using the results for different purposes (eg accountability, evaluating school improvement).

This study aims to investigate three issues crucial to the development of school effectiveness measures.

1. The optimal specification of value added models for measuring secondary school performance. A range of student outcomes will be examined in relation to the aims of schooling (eg academic, vocational, affective/social) and based on appropriately large and representative samples.
2. The extent of regional differences in the size, consistency (over outcomes) and stability (over time) of school effects and the impact of different student and school background factors (eg prior attainment) on student outcomes.
3. The nature of the underlying dimensions of school performance in the UK taking into account a range of outcomes and variations in regional, socio-economic and educational policy outcomes.

The methodology will exploit and extend a variety of existing databases and use of 'state of the art' multilevel techniques. The findings will assist research users to understand the multi-faceted nature of school effectiveness. Moreover, the results will be of practical value to school staff and inspectors by identifying and defining valid and appropriate measures of school performance that ca be employed in the process of school evaluation and the internal monitoring of performance.
Effective start/end date1/10/951/09/98

Structured keywords

  • SoE Centre for Multilevel Modelling


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