Time Trends in School Value Added Performance and the Relationship between Value Added and Teachers Professional Development in China

Sally M Thomas, Wen-Jung Peng, Jianzhong Li

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Abstract

This paper explores time trends in schools value added performance in mainland China and the links between "value added" measures of school effectiveness and teachers professional development. This was done by employing a variety of different multilevel models to analyse data collected from three regions(east/west)and four cohorts as part of a DFID and ESRC funded UK-China collaborative project. The data comprised students' 2009-2012 entrance examination to higher education scores matched to their 2006-2009 prior attainment scores as well as student and school survey information,and 2012 teacher survey information. Alongside this qualitative data - interviews and focus groups with key stakeholders including head teachers, teachers, sutduents, national and local policy makers - was also collected and analysed. The findings reveal significant differences in raw and value added performance in the university entrance examination results between senior high schools in China that vary not only across regions and subject outcomes but also across the time frame of the four student cohorts examined,indicating a lack of consistency in individual school performance. Within schools differential effects were also found for different groups of students. Moreover,in addition to school input and process,and student effort and attitude factors,the paper identifies positive links between teacher professional development factors and students' outcomes in terms of "value added" progress. There is very little comparable empirical research evidence on the range and extent of school effectiveness in China and how this links to teacher development issues. The findings reported in this paper seek to address this crucial gap by contributing new evidence to the international knowledge base of school effectiveness research.
Translated title of the contributionTime Trends in School Value Added Performance and the Relationship between Value Added and Teachers Professional Development in China
Original languageChinese
Pages (from-to)64-72
Number of pages9
JournalEducational Research
Volume35
Issue number7
Publication statusPublished - Jul 2015

Keywords

  • value added
  • professional learning community
  • school effectivenes
  • teacher professional development
  • multilevel modeling
  • education evaluation
  • educational quality

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