The difficulty of ranking schools: the limits to 'value-added'
- New Economy, 27:4, 391-405
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
- Model data structure
- Response types
- Multivariate response model?
- Longitudinal data?
- Substantive discipline
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, firstname.lastname@example.org