The difficulty of ranking schools: the limits to 'value-added'

Authors
Goldstein, H.
Year
2001
Journal
New Economy, 27:4, 391-405
Abstract

The systematic publication of performance tables for the various key stages in primary and secondary schools in England, and for final exam results, is now an established feature of the educational system. However, there are a number of key issues that need to be addressed. Misleading inferences for schools can be made either if confidence intervals are omitted or value added scores are not used. Even when value-added scores are used, wide confidence intervals still represent an inherent limitation to any kind of ranking.

Number of levels
2
Model data structure
Response types
Multivariate response model?
No
Longitudinal data?
Yes
Substantive discipline
Impact

Popularises multilevel modelling approach to school performance in a non technical journal so reaching a wide audience concerned with policy.

Paper submitted by
Harvey Goldstein, Graduate School of Education, University of Bristol, h.goldstein@bristol.ac.uk
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