Equitable Measurement of School Effectiveness

This article examines a value-added model to rate schools, taking into account varying characteristics of students entering the schools, including poverty, race, mobility, and stability. The model uses regression to separate the influence of demographics that are outside the schools’ control from th...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2004-03, Vol.39 (2), p.200-229
Main Author: Thompson, Bruce R.
Format: Article
Language:English
Subjects:
Accountability
Educational Research
Educational sciences
Effectiveness studies
Elementary Schools
History and philosophy of education
History of education and of theories of education
Measurement
Measurement Techniques
Poverty
Research Methodology
School Effectiveness
Schools
Standardized Tests
Student Characteristics
Urban Schools
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Summary:This article examines a value-added model to rate schools, taking into account varying characteristics of students entering the schools, including poverty, race, mobility, and stability. The model uses regression to separate the influence of demographics that are outside the schools’ control from those under school control. This value-added model leads to school ratings that compare actual performance to performance predicted by poverty rates. Even after adjusting for poverty, some schools consistently outperform others on a wide range of tests over a 5-year period, whereas other schools consistently perform at the bottom. Finally, this article discusses uses that can be made of this model.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085903261325