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Assessing school effects without controlling for prior achievement?

Luyten, H.; Tymms, P.; Jones, P.

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Authors

H. Luyten

P. Jones



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.

Citation

Luyten, H., Tymms, P., & Jones, P. (2009). Assessing school effects without controlling for prior achievement?. School Effectiveness and School Improvement, 20(2), 145-165. https://doi.org/10.1080/09243450902879779

Journal Article Type Article
Publication Date Jun 1, 2009
Deposit Date Dec 9, 2009
Publicly Available Date Mar 28, 2024
Journal School Effectiveness and School Improvement
Print ISSN 0924-3453
Electronic ISSN 1744-5124
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 20
Issue 2
Pages 145-165
DOI https://doi.org/10.1080/09243450902879779
Keywords School effectiveness, Regression discontinuity, Multilevel analysis, Primary education, PIPS.

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