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A Multilevel Model Of School Effectiveness In A Developing Country

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  • LOCKHEED, M.E.
  • LONGFORD, N.T.

Abstract

What makes one school more effective than another - particularly which inputs and management practices most efficiently enhance student achievement - has become the center of lively debate in the literature. Which method to use to compare school effects particularly concerns analysts. The model developed by the authors is able to explain most variance between schools but significantly less within schools. Only one variable slope is observed: the relationship between educational aspirations and achievement. The authors apply multi level techniques to longitudinal data recently collected by the International Association for the Evaluation of Educational Achievement in Thailand. One question they try to answer is : how do estimates obtained from the new multi level techniques compare with those obtained from ordinary regression models?
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Suggested Citation

  • Lockheed, M.E. & Longford, N.T., 1989. "A Multilevel Model Of School Effectiveness In A Developing Country," World Bank - Discussion Papers 69, World Bank.
    • Handle: RePEc:fth:wobadi:69
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    References listed on IDEAS

    as
    1. Lockheed, Marlaine E. & Fonacier, Josefina & Bianchi, Leonard J., 1989. "Effective primary level science teaching in the Philippines," Policy Research Working Paper Series 208, The World Bank.
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    Cited by:

    1. Lockheed, Marlaine E. & Qinghua Zhao, 1992. "The empty opportunity : local control of secondary schools and student achievement in the Philippines," Policy Research Working Paper Series 825, The World Bank.
    2. Tia L. Zuze & Murray Leibbrandt, 2009. "UPE and Social Inequality in Uganda: A Step Backward or a Step in the Right Direction?," SALDRU Working Papers 37, Southern Africa Labour and Development Research Unit, University of Cape Town.
    3. Harriet Nannyonjo, 2007. "Education Inputs In Uganda : An Analysis of Factors Influencing Learning Achievement in Grade Six," World Bank Publications - Books, The World Bank Group, number 6758.
    4. Lockheed, Marlaine E. & Burns, Barbara, 1990. "School effects on achievement in secondary mathematics and Portuguese in Brazil," Policy Research Working Paper Series 525, The World Bank.
    5. Kaufman, Daniel & Yan Wang, 1992. "How macroeconomic policies affect project performance in the social sectors," Policy Research Working Paper Series 939, The World Bank.

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    1. Harriet Nannyonjo, 2007. "Education Inputs In Uganda : An Analysis of Factors Influencing Learning Achievement in Grade Six," World Bank Publications - Books, The World Bank Group, number 6758.

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