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Education systems around the world increasingly rely on school value-added models to monitor school performance and hold schools to account. These models typically focus on a limited number of academic outcomes. We explore how the traditional multilevel modelling approach to school value-added models can be extended to simultaneously analyse multiple academic and non-academic outcomes and the implications of doing so for systems using student data to monitor schools and inform school accountability. We jointly model student attainment, absence, and exclusion data for schools in England. We find very different results across the three outcomes, in terms of the size and consistency of school effects, and the importance of adjusting for student and school characteristics. The results suggest the three outcomes are capturing fundamentally distinct aspects of school performance, all of which are therefore important for education systems to monitor and explore including in systems of school accountability.
Bibliographical noteFunding Information:
This work was supported by the Economic and Social Research Council under Grant number ES/R010285/1. This work was produced using data from the Department for Education National Pupil Database, distributed by the Office for National Statistics (ONS), which is Crown Copyright. The use of the ONS statistical data in this work does not imply the endorsement of the ONS in relation to the interpretation or analysis of the statistical data.
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
- SoE Centre for Multilevel Modelling
- school accountability
- multilevel model
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How should we measure school performance and hold schools accountable? A study of competing statistical methods and how they compare to Progress 8
24/09/18 → 31/03/22