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Value Added in English Schools

Author

Listed:
  • Andrew Ray

    (Department for Innovation, Universities and Skills, Kingsgate House, 66-74 Victoria Street, London, United Kingdom SW1E 6SQ)

  • Tanya McCormack

    (Department for Children, Schools and Families, Sanctuary Buildings, Great Smith Street, Westminster, London, United Kingdom SW1V 3BT)

  • Helen Evans

    (Department for Children, Schools and Families, Sanctuary Buildings, Great Smith Street, Westminster, London, United Kingdom SW1V 3BT)

Abstract

Value-added indicators are now a central part of school accountability in England, and value-added information is routinely used in school improvement at both the national and the local levels. This article describes the value-added models that are being used in the academic year 2007–8 by schools, parents, school inspectors, and other professionals in local and national governments. The article outlines the development of value-added models in England following the introduction of national testing at ages seven, eleven, and fourteen in the 1990s. It describes the current “contextual” value-added models in detail, looking at the mathematical specification of the multilevel models and discussing the practical choice of explanatory attainment and contextual variables. The article also describes various uses of the value-added models, including in the published school achievement and attainment tables and in the RAISEonline system that supports schools in their self-evaluation and development planning and informs external inspection. © 2009 American Education Finance Association

Suggested Citation

  • Andrew Ray & Tanya McCormack & Helen Evans, 2009. "Value Added in English Schools," Education Finance and Policy, MIT Press, vol. 4(4), pages 415-438, October.
    • Handle: RePEc:tpr:edfpol:v:4:y:2009:i:4:p:415-438
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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2009.4.4.415
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    Citations

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    Cited by:

    1. Gordey Yastrebov & Alexey Bessudnov & Мarina Pinskaya & Sergey Kosaretsky, 2013. "The Issue of Educational Results' Contextualization: Schools, Their Social Structure and a Territory Deprivation Level," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 188-246.
    2. Gordey A. Yasterbov & Alexey R. Bessudnov & Marina A. Pinskaya & Sergey G. Kosaretsky, 2014. "Contextualizing Academic Performance In Russian Schools: School Characteristics, The Composition Of Student Body And Local Deprivation," HSE Working papers WP BRP 55/SOC/2014, National Research University Higher School of Economics.
    3. Figlio, D. & Karbownik, K. & Salvanes, K.G., 2016. "Education Research and Administrative Data," Handbook of the Economics of Education,, Elsevier.
    4. Lucy Prior & John Jerrim & Dave Thomson & George Leckie, 2021. "A review and evaluation of secondary school accountability in England: Statistical strengths, weaknesses, and challenges for 'Progress 8' raised by COVID-19," CEPEO Working Paper Series 21-04, UCL Centre for Education Policy and Equalising Opportunities, revised Apr 2021.
    5. Brendan Houng & Moshe Justman, 2013. "Comparing Least-Squares Value-Added Analysis and Student Growth Percentile Analysis for Evaluating Student Progress and Estimating School Effects," Melbourne Institute Working Paper Series wp2013n07, Melbourne Institute of Applied Economic and Social Research, The University of Melbourne.
    6. Jorge Manzi & Ernesto San Martín & Sébastien Van Bellegem, 2014. "School System Evaluation by Value Added Analysis Under Endogeneity," Psychometrika, Springer;The Psychometric Society, vol. 79(1), pages 130-153, January.
    7. Garritt L. Page & Ernesto San Martín & Javiera Orellana & Jorge González, 2017. "Exploring complete school effectiveness via quantile value added," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 180(1), pages 315-340, January.
    8. Moshe Justman & Brendan Houng, 2013. "A Comparison Of Two Methods For Estimating School Effects And Tracking Student Progress From Standardized Test Scores," Working Papers 1316, Ben-Gurion University of the Negev, Department of Economics.
    9. Lucy Prior & John Jerrim & Dave Thomson & George Leckie, 2021. "A review and evaluation of secondary school accountability in England: Statistical strengths, weaknesses, and challenges for ‘Progress 8’ raised by COVID-19," DoQSS Working Papers 21-12, Quantitative Social Science - UCL Social Research Institute, University College London.

    More about this item

    Keywords

    value-added modeling; school accountability; England;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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