Value Added in English Schools

Andrew Ray (), Tanya McCormack () and Helen Evans ()
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Andrew Ray: Department for Innovation, Universities and Skills, Kingsgate House, 66-74 Victoria Street, London, United Kingdom SW1E 6SQ
Tanya McCormack: Department for Children, Schools and Families, Sanctuary Buildings, Great Smith Street, Westminster, London, United Kingdom SW1V 3BT
Helen Evans: Department for Children, Schools and Families, Sanctuary Buildings, Great Smith Street, Westminster, London, United Kingdom SW1V 3BT

Education Finance and Policy, 2009, vol. 4, issue 4, 415-438

Abstract: Value-added indicators are now a central part of school accountability in England, and value-added information is routinely used in school improvement at both the national and the local levels. This article describes the value-added models that are being used in the academic year 2007–8 by schools, parents, school inspectors, and other professionals in local and national governments. The article outlines the development of value-added models in England following the introduction of national testing at ages seven, eleven, and fourteen in the 1990s. It describes the current “contextual” value-added models in detail, looking at the mathematical specification of the multilevel models and discussing the practical choice of explanatory attainment and contextual variables. The article also describes various uses of the value-added models, including in the published school achievement and attainment tables and in the RAISEonline system that supports schools in their self-evaluation and development planning and informs external inspection. © 2009 American Education Finance Association

Keywords: value-added modeling; school accountability; England (search for similar items in EconPapers)
JEL-codes: I20 I21 (search for similar items in EconPapers)
Date: 2009
References: Add references at CitEc
Citations: View citations in EconPapers (9)

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