Comparing Least-Squares Value-Added Analysis and Student Growth Percentile Analysis for Evaluating Student Progress and Estimating School Effects

Brendan Houng () and Moshe Justman
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Brendan Houng: Melbourne Institute of Applied Economic and Social Research, The University of Melbourne, http://melbourneinstitute.com/staff/bhoung/default.html

Melbourne Institute Working Paper Series from Melbourne Institute of Applied Economic and Social Research, The University of Melbourne

Abstract: This paper compares two functionally different approaches to analyzing standardized test data: least-squares based value-added analysis, geared principally to supporting teacher and school accountability; and Betebenner’s (2009) student growth percentiles, which focuses primarily on tracking individual student progress in a normative context and projecting probable trajectories of future performance. Applying the two methods to Australian standardized numeracy and reading test scores (NAPLAN) in grades 3 to 5 and 7 to 9, we find that although they are used differently, the two methods share key structural elements, and produce similar quantitative indicators of both individual student progress and estimated school effects.

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: 29 pages
Date: 2013-03
New Economics Papers: this item is included in nep-edu and nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (3)

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Persistent link: https://EconPapers.repec.org/RePEc:iae:iaewps:wp2013n07

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