Outputs (5)

Assessing school effects without controlling for prior achievement? (2009)
Journal Article
Luyten, H., Tymms, P., & Jones, P. (2009). Assessing school effects without controlling for prior achievement?. School Effectiveness and School Improvement, 20(2), 145-165. https://doi.org/10.1080/09243450902879779

The research findings presented in this paper illustrate how the “value added” of schooling can be assessed empirically using cross-sectional data. Application of the regression-discontinuity approach within a multilevel framework produces both an es... Read More about Assessing school effects without controlling for prior achievement?.

The Performance of Newcastle Schools: Report 2 for the Commission. (2005)
Report
Tymms, P., Heron, T., Merrell, C., Jones, P., Albone, S., & Henderson, B. (2005). The Performance of Newcastle Schools: Report 2 for the Commission. [No known commissioning body]

Children Starting School in Scotland. A report of research funded by the Scottish Executive Education Department. (2004)
Report
Tymms, P., Merrell, C., Henderson, B., & Cowie, M. (2004). Children Starting School in Scotland. A report of research funded by the Scottish Executive Education Department. [No known commissioning body]

Using baseline assessment data to make international comparisons (2004)
Journal Article
Tymms, P., Merrell, C., & Jones, P. (2004). Using baseline assessment data to make international comparisons. British Educational Research Journal, 30(5), 673-689. https://doi.org/10.1080/0141192042000234647

International studies have concentrated on the achievements of children during or at the end of their schooling. But such data are difficult to interpret without knowing the progress that they have made since they started school. This article argues... Read More about Using baseline assessment data to make international comparisons.

Young deaf children and the prediction of reading and mathematics (2003)
Journal Article
Tymms, P., Brien, D., Merrell, C., Collins, J., & Jones, P. (2003). Young deaf children and the prediction of reading and mathematics. Journal of Early Childhood Research, 1(2), 197-212. https://doi.org/10.1177/1476718x030012004

Nearly 1000 deaf children were assessed upon entry to school, aged four and five years, using a broad baseline assessment, and then again one year later in reading and maths. Comparative data were also available for hearing children. These data were... Read More about Young deaf children and the prediction of reading and mathematics.