ABSTRACT

Education systems around the world increasingly rely on school value-added models to monitor school performance and hold schools to account. These models typically focus on a limited number of academic outcomes. We explore how the traditional multilevel modelling approach to school value-added models can be extended to simultaneously analyse multiple academic and non-academic outcomes and the implications of doing so for systems using student data to monitor schools and inform school accountability. We jointly model student attainment, absence, and exclusion data for schools in England. We find very different results across the three outcomes, in terms of the size and consistency of school effects, and the importance of adjusting for student and school characteristics. The results suggest the three outcomes are capturing fundamentally distinct aspects of school performance, all of which are therefore important for education systems to monitor and explore including in systems of school accountability.

摘要

世界各地的教育系统越来越依赖学校增值模式来监控学校表现并让学校承担责任。这些模型通常关注数量有限的学术成果。我们探讨了如何将传统的学校增值模型的多层次建模方法扩展到同时分析多个学术和非学术成果，以及这样做对使用学生数据来监控学校和告知学校问责制的系统的影响。我们联合为英格兰学校的学生成绩、缺勤和排除数据建模。我们发现三种结果的结果非常不同，就学校效应的大小和一致性而言，以及根据学生和学校特征进行调整的重要性。