Assessing school effects without controlling for prior achievement?

Luyten, H.; Tymms, P.; Jones, P.

Abstract

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 estimate of the absolute effect of 1 year schooling and an estimate of the variation across schools of this effect. In the study reported here, the approach was applied to both a cross-sectional and a longitudinal dataset. The research findings indicate to what extent different results are produced when cross-sectional as opposed to longitudinal data are analysed.

Citation

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

• Journal Article Type: Article
• Publication Date: Jun 1, 2009
• Deposit Date: Dec 9, 2009
• Publicly Available Date: May 11, 2011
• Journal: School Effectiveness and School Improvement
• Print ISSN: 0924-3453
• Electronic ISSN: 1744-5124
• Publisher: Taylor and Francis Group
• Peer Reviewed: Peer Reviewed
• Volume: 20
• Issue: 2
• Pages: 145-165
• DOI: https://doi.org/10.1080/09243450902879779
• Keywords: School effectiveness, Regression discontinuity, Multilevel analysis, Primary education, PIPS.
• Public URL: https://durham-repository.worktribe.com/output/1546905