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Assessing school effects without controlling for prior achievement ?

Luyten, H. and Tymms, P. and Jones, P. (2009) 'Assessing school effects without controlling for prior achievement ?', School effectiveness and school improvement., 20 (2). pp. 145-165.

Abstract

The research findings presented in this paper illustrate how the “value added” of schooling can be assessed empirically using cross-sectional data. Application of the regression-discontinuity approach within a multilevel framework produces both an estimate of the absolute effect of 1 year schooling and an estimate of the variation across schools of this effect. In the study reported here, the approach was applied to both a cross-sectional and a longitudinal dataset. The research findings indicate to what extent different results are produced when cross-sectional as opposed to longitudinal data are analysed.

Item Type:Article
Keywords:School effectiveness, Regression discontinuity, Multilevel analysis, Primary education, PIPS.
Full text:PDF - Accepted Version (502Kb)
Status:Peer-reviewed
Publisher Web site:http://dx.doi.org/10.1080/09243450902879779
Publisher statement:This is an electronic version of an article published in Luyten, H. and Tymms, P. and Jones, P. (2009) 'Assessing school effects without controlling for prior achievement ?', School effectiveness and school improvement., 20 (2). pp. 145-165. School effectiveness and school improvement is available online at: http://www.informaworld.com/smpp/content~db=all?content=10.1080/09243450902879779
Record Created:09 Dec 2009 14:20
Last Modified:11 May 2011 11:58

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