A COMPARISON OF TWO METHODS FOR ESTIMATING SCHOOL EFFECTS AND TRACKING STUDENT PROGRESS FROM STANDARDIZED TEST SCORES

Moshe Justman and Brendan Houng
Additional contact information
Brendan Houng: Melbourne Institute of Applied Economic and Social Research, University of Melbourne

No 1316, Working Papers from Ben-Gurion University of the Negev, Department of Economics

Abstract: This paper compares two leading approaches to analyzing standardized test data: leastsquares value-added analysis, used mainly to support accountability by identifying teacher and school effects; and Betebenner’s (2009) student growth percentiles method, which focuses on normative tracking of individual student progress. Applying both methods to analyze two-year progress in numeracy and reading in elementary and middle school, as reflected in Australian standardized test scores, we find that they produce similar quantitative indicators of both individual student progress and estimated school effects. This suggests that with minor modifications either methodology could be used for both purposes.

Keywords: value-added analysis; student growth percentiles; NAPLAN (search for similar items in EconPapers)
JEL-codes: I21 I28 (search for similar items in EconPapers)
Pages: 27 pages
Date: 2013
New Economics Papers: this item is included in nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://in.bgu.ac.il/en/humsos/Econ/Workingpapers/1316.pdf (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bgu:wpaper:1316

Access Statistics for this paper

More papers in Working Papers from Ben-Gurion University of the Negev, Department of Economics Contact information at EDIRC.
Bibliographic data for series maintained by Aamer Abu-Qarn ().