Inter-method reliability of school effectiveness measures: a comparison of value-added and regression discontinuity estimates

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@article{e9135c6ee93345bb88cc794852ce4e72,
title = "Inter-method reliability of school effectiveness measures: a comparison of value-added and regression discontinuity estimates",
abstract = "Value-added (VA) measures are currently the predominant approach used to compare the effectiveness of schools. Recent educational effectiveness research, however, has developed alternative approaches including the regression discontinuity (RD) design, which also allows estimation of absolute school effects. Initial research suggests RD a viable approach to measuring school effectiveness. The present study builds on this pioneering work by using RD and VA designs to estimate school effects at system- and school-level, comparing estimates from several measurement designs. The study uses a large English dataset (n=148,135) spanning 342 schools, 10 local authorities, 6 consecutive school year-groups (UK years 3-9) across 3 years. RD is found to be a suitable approach for system-level absolute school effect estimates. Cross-sectional and longitudinal measures are found to lead to markedly different estimates when comparing individual schools. The results also reinforce the need to treat measures based on a single cohort with extreme caution.",
keywords = "value-added, regression discontinuity, reliability, school effects",
author = "Thomas Perry",
year = "2017",
doi = "10.1080/09243453.2016.1203799",
language = "English",
volume = "28",
pages = "22--38",
journal = "School Effectiveness and School Improvement",
issn = "0924-3453",
publisher = "Taylor & Francis",
number = "1",

}

RIS

TY - JOUR

T1 - Inter-method reliability of school effectiveness measures

T2 - a comparison of value-added and regression discontinuity estimates

AU - Perry, Thomas

PY - 2017

Y1 - 2017

N2 - Value-added (VA) measures are currently the predominant approach used to compare the effectiveness of schools. Recent educational effectiveness research, however, has developed alternative approaches including the regression discontinuity (RD) design, which also allows estimation of absolute school effects. Initial research suggests RD a viable approach to measuring school effectiveness. The present study builds on this pioneering work by using RD and VA designs to estimate school effects at system- and school-level, comparing estimates from several measurement designs. The study uses a large English dataset (n=148,135) spanning 342 schools, 10 local authorities, 6 consecutive school year-groups (UK years 3-9) across 3 years. RD is found to be a suitable approach for system-level absolute school effect estimates. Cross-sectional and longitudinal measures are found to lead to markedly different estimates when comparing individual schools. The results also reinforce the need to treat measures based on a single cohort with extreme caution.

AB - Value-added (VA) measures are currently the predominant approach used to compare the effectiveness of schools. Recent educational effectiveness research, however, has developed alternative approaches including the regression discontinuity (RD) design, which also allows estimation of absolute school effects. Initial research suggests RD a viable approach to measuring school effectiveness. The present study builds on this pioneering work by using RD and VA designs to estimate school effects at system- and school-level, comparing estimates from several measurement designs. The study uses a large English dataset (n=148,135) spanning 342 schools, 10 local authorities, 6 consecutive school year-groups (UK years 3-9) across 3 years. RD is found to be a suitable approach for system-level absolute school effect estimates. Cross-sectional and longitudinal measures are found to lead to markedly different estimates when comparing individual schools. The results also reinforce the need to treat measures based on a single cohort with extreme caution.

KW - value-added

KW - regression discontinuity

KW - reliability

KW - school effects

UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84976867042&partnerID=MN8TOARS

U2 - 10.1080/09243453.2016.1203799

DO - 10.1080/09243453.2016.1203799

M3 - Article

VL - 28

SP - 22

EP - 38

JO - School Effectiveness and School Improvement

JF - School Effectiveness and School Improvement

SN - 0924-3453

IS - 1

ER -