School value-added models for multivariate academic and non-academic outcomes: Exploring implications for performance monitoring and accountability

Lucy Prior; Harvey Goldstein; George Leckie

doi:10.1080/09243453.2021.1919719

School value-added models for multivariate academic and non-academic outcomes: Exploring implications for performance monitoring and accountability

Lucy Prior^*, Harvey Goldstein, George Leckie

^*Corresponding author for this work

Research output: Contribution to journal › Article (Academic Journal) › peer-review

7 Citations (Scopus)

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Abstract

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.

Original language	English
Pages (from-to)	486-507
Number of pages	22
Journal	School Effectiveness and School Improvement
Volume	32
Issue number	3
Early online date	3 May 2021
DOIs	https://doi.org/10.1080/09243453.2021.1919719
Publication status	Published - 2021

Bibliographical note

Funding 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.

Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.

Research Groups and Themes

SoE Centre for Multilevel Modelling

Keywords

school accountability
value-added
multilevel model
absenteeism
exclusions

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10.1080/09243453.2021.1919719

Full-text PDF (author’s accepted manuscript)
This is the author accepted manuscript (AAM). The final published version (version of record) is available online via Taylor & Francis at https://www.tandfonline.com/doi/abs/10.1080/09243453.2021.1919719?journalCode=nses20 . Please refer to any applicable terms of use of the publisher.
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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
Leckie, G. B. (Principal Investigator), Goldstein, H. (Co-Investigator) & Prior, L. J. (Researcher)
24/09/18 → 30/09/22
Project: Research

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title = "School value-added models for multivariate academic and non-academic outcomes: Exploring implications for performance monitoring and accountability",

abstract = "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.",

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note = "Funding 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. Publisher Copyright: {\textcopyright} 2021 Informa UK Limited, trading as Taylor & Francis Group.",

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N1 - Funding 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. Publisher Copyright: © 2021 Informa UK Limited, trading as Taylor & Francis Group.

PY - 2021

Y1 - 2021

N2 - 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.

AB - 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.

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School value-added models for multivariate academic and non-academic outcomes: Exploring implications for performance monitoring and accountability

Abstract

Bibliographical note

Research Groups and Themes

Keywords

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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

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