Mixed-Effects Location Scale Models for Joint Modeling School Value-Added Effects on the Mean and Variance of Student Achievement

George Leckie, Richard Parker, Harvey Goldstein and Kate Tilling
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Kate Tilling: University of Bristol

Journal of Educational and Behavioral Statistics, 2024, vol. 49, issue 6, 879-911

Abstract: School value-added models are widely applied to study, monitor, and hold schools to account for school differences in student learning. The traditional model is a mixed-effects linear regression of student current achievement on student prior achievement, background characteristics, and a school random intercept effect. The latter is referred to as the school value-added score and measures the mean student covariate-adjusted achievement in each school. In this article, we argue that further insights may be gained by additionally studying the variance in this quantity in each school. These include the ability to identify both individual schools and school types that exhibit unusually high or low variability in student achievement, even after accounting for differences in student intakes. We explore and illustrate how this can be done via fitting mixed-effects location scale versions of the traditional school value-added model. We discuss the implications of our work for research and school accountability systems.

Keywords: school value-added models; mixed-effect models; mixed-effects location scale models; school effectiveness; school accountability (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:sae:jedbes:v:49:y:2024:i:6:p:879-911

DOI: 10.3102/10769986231210808

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