Exploring the Feasibility of Value Added Measures as an Alternative Method to Measure Public Junior High School Performance in the Context of China

Abstract

With increasing international pressure to improve school education quality, accurate measures of school performance become crucial. Although raw attainment measures are commonly employed in China, value-added measures (VAMs) are considered a more scientific approach. VAMs aim to adjust for school intake differences and separate schools' influence on student outcomes from external factors (OECD, 2008). However, there is limited research on VAMs in China. This study aims to examine school and class academic performance in four student outcomes (senior high school entrance examination scores in Total, Chinese, Mathematics, and English) in Chinese public junior high schools
using VAMs. Considering the challenge of implementing VAMs locally, this study also explores stakeholder perspectives on the potential benefits, disadvantages, and implementation of VAMs in the local context.
This study employs a mixed-method research design in the W district of Southwest China, including 11 public junior high schools and 46 classes. Quantitative research uses a dataset with longitudinal data to estimate student progress over time. Primary (e.g., students’ questionnaires) and secondary
quantitative data were collected for modelling. The analysis employs different multilevel models (raw, value-added, and contextual value-added models), all structured with three levels (student, class, school level). Adjustments for external factors demonstrate a decline in the size of school and class effects, underscoring the applicability of VAMs. Qualitative findings indicate that school evaluation results primarily serve internal accountability and improvement purposes. Policymakers show a relatively strong motivation to implement VAMs, driven by several factors. However, challenges related to other education policies, methodological concerns, and operational difficulties may hinder
VAMs implementation.
Despite its limited scale, this study contributes to the methodology and practical knowledge of school evaluation in China. Unlike previous Chinese studies relying mainly on quantitative methods (Guo & Wang, 2021), this study provides richer evidence on VAMs and their implementation. However, further research with a larger sample and more diverse contexts is necessary to validate and reinforce the findings. Additionally, the insights of more practitioners are required to enhance understanding and effective implementation of VAMs.

Date of Award	5 Dec 2023
Original language	English
Awarding Institution	University of Bristol
Supervisor	Ioanna Bakopoulou (Supervisor) & Sally M Thomas (Supervisor)