scholarly journals Are School Factors Important for Measuring Teacher Effectiveness? A Multilevel Technique to Predict Student Gains through a Value-Added Approach

2011 ◽  
Vol 2011 ◽  
pp. 1-10 ◽  
Author(s):  
Bidya Raj Subedi ◽  
Bonnie Swan ◽  
Michael C. Hynes
Keyword(s):  
Hierarchical Linear Model ◽  
Value Added ◽  
School Level ◽  
Effect Sizes ◽  
School Factors ◽  
Gain Scores ◽  
A Value ◽  
Value Added Model ◽  
School Poverty ◽  
Level Effect

This paper investigated the effect of teacher quality, represented by teacher level characteristics, on mathematics gain scores employing a three-level hierarchical linear model (HLM) through value-added model (VAM) approach. The analysis investigated significant predictors at student, teacher, and school levels for predicting students' gain scores and also estimated d-type effect sizes at teacher and school levels. We found the significant effects of teacher's mathematics content certification, teacher experience, and the interaction effects of mathematics content certification with student level predictors. Although school poverty significantly predicted students' gain scores, the school level effect was relatively small.

Do Low-Income Students Have Equal Access to Effective Teachers?

2021 ◽  
pp. 016237372110405
Author(s):  
Eric Isenberg ◽  
Jeffrey Max ◽  
Philip Gleason ◽  
Jonah Deutsch
Keyword(s):  
Low Income ◽  
Effective Teachers ◽  
English Language ◽  
Value Added ◽  
Low Income Students ◽  
Average Value ◽  
Geographically Dispersed ◽  
A Value ◽  
Value Added Model ◽  
Standard Deviations

We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers.

Establishing a parsimonious model through comparing impact of key student and school factors on secondary school value-added effects

2016 ◽  
Vol 18 (3) ◽  
pp. 162-183
Author(s):  
Lijuan Li ◽  
Kerry John Kennedy ◽  
Magdalena Mo Ching Mok
Keyword(s):  
Hong Kong ◽  
Reading Ability ◽  
Multilevel Models ◽  
Value Added ◽  
Secondary Data ◽  
School Level ◽  
School Factors ◽  
Content Type ◽  
English Reading ◽  
Significant Difference

Purpose – The purpose of this paper is to establish and compare multilevel models that significantly predict school effects on adding value to their students regarding English reading from Secondary One to Secondary Six. Design/methodology/approach – The data were collected from 3,993 students within 66 schools in 2006 by the Educational Bureau of Hong Kong. Findings – When entering Secondary One, the students’ English reading ability was tested then again at Secondary Six. A range of value-added models were fitted to the data. The comparison across these models suggests that student individual scores at intake are the most powerful indicators of value-added. The intake aptitude test scores, aggregated to school level, and gender made no significant difference. At the individual level, student band was the significant predictor. School level effects were largely non-significant. Specific findings on value-added across the schools are visualized as evidence of the parsimony of the selected model. Research limitations/implications – Secondary data such as this while collected at one point in time nevertheless can still shed light on current policies and practices. It is particularly the case considering that the value-added effects system is still working in Hong Kong over decades but less examined academically. Originality/value – This study has produced some insights for stakeholders to identify influences on the value-added patterns.

A “Value-Added” Model of Measuring Performance

1986 ◽  
Vol 34 (1) ◽  
pp. 28-33 ◽  
Author(s):  
Chimezie A. B. Osigweh
Keyword(s):  
Value Added ◽  
A Value ◽  
Value Added Model

scholarly journals Multilevel Effects of Student and School Factors on Senior High School Students’ Ocean Literacy

2019 ◽  
Vol 11 (20) ◽  
pp. 5810 ◽  
Author(s):  
Liang-Ting Tsai
Keyword(s):  
High School ◽  
High School Students ◽  
Linear Model ◽  
Hierarchical Linear Model ◽  
Senior High School ◽  
School Level ◽  
School Students ◽  
School Factors ◽  
Ocean Literacy ◽  
Senior High School Students

This study explored the variance in ocean literacy accounted for by student and school levels and examined the influence of these two predictors on senior high school students’ ocean literacy using a hierarchical linear model. Data were collected from 1944 students from 99 schools and used to construct the two-level hierarchical linear model. The results indicated that the variance in ocean literacy accounted for by students was larger than that accounted for by schools; approximately a quarter of the total variance in ocean literacy was accounted for by schools. At the student level, attitude toward the ocean and frequency of reading ocean-themed books or magazines were predictors of ocean literacy, whereas at the school level, school region and location were significant influential factors. This study’s results have significance for policy-making regarding ocean literacy improvement.

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