首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
This paper aims to investigate how stability varies with the approach used in estimating school performance in a large sample of English primary schools. The results show that (a) raw performance is considerably more stable than adjusted performance, which in turn is slightly more stable than growth model estimates; (b) schools’ performance indicators are less dependent on the schools’ social composition score when scores are adjusted, and in particular for growth scores; (c) in the multilevel growth models (MGM), 74% of the variance in student rates of growth is attributable to schools; (d) the trajectories of individual students within a school are highly convergent, as if they were all being brought towards a common, stable target. Some implications for using these indicators for evaluating and regulating school improvement are discussed.  相似文献   

2.
Published indicators of school ‘performance’, such as those shown annually in league tables in England, have been controversial since their inception. Raw‐score figures for school outcomes are heavily dependent on the prior attainment and family background of the students. Policy‐makers in Wales have reacted to this fundamental flaw by withdrawing the publication of school results. In England, on the other hand, they have reacted by asking for more information to be added to tables, in the form of student context such as the percentage with a special educational need, and ‘value‐added’ figures. In 2004, the Department for Education and Skills (DfES) value‐added figures for England were based on student progress from Key Stage 2 at the end of primary education to GCSE at the end of compulsory secondary education. For 2005, at time of writing, the DfES plan to use context information in their model as well. This paper re‐analyses the 2004 value‐added figures and shows that they contain the same flaw as the original raw‐score tables. The purported value‐added scores turn out to be a proxy for the overall level of attainment in the school, and almost entirely independent of any differential progress made by the students. The paper concludes by considering the implications of these findings, if accepted, for policies based on identifying schools that are clearly more or less effective, and for the field of school effectiveness and improvement research.  相似文献   

3.
The relevance of admission policy for educational outcome in medical schools is demonstrated by means of longitudinal data on the total population of several cohorts of students admitted to the German medical schools on the basis of a variety of criteria (n = 28,000 students). The correlations between the quantitative criteria for admission and performance on the First Medical Examination (which takes place after 2–3 years of study) were calculated. Secondly, the mean total scores on this examination that have been achieved at first attempt by groups of students admitted according to different selection criteria were compared. Thirdly, the rates of success on the medical examination at first attempt after two years of study were compared for the above‐mentioned groups of students. The most striking result is the large difference between the groups under comparison in terms of their success rates in the First Medical Examination. The highest pass rates (80%) are achieved by students selected on the basis of a combination of the average mark in the secondary school leaving certificate and the total score on the ‘Test for Medical Studies’, an aptitude test. Had the students been admitted at random, they would only have attained a pass rate of 48% (base rate). For those admitted on the basis of the result of an interview or on the basis of ‘waiting‐time’ (i.e. the number of semesters they had spent queuing) the pass rates are 49 and 45%. The results are interpreted in the light of different political and educational goals that are or can be envisaged when decisions on admission strategies are made.  相似文献   

4.
States participating in the Growth Model Pilot Program reference individual student growth against “proficiency” cut scores that conform with the original No Child Left Behind Act (NCLB). Although achievement results from conventional NCLB models are also cut‐score dependent, the functional relationships between cut‐score location and growth results are more complex and are not currently well described. We apply cut‐score scenarios to longitudinal data to demonstrate the dependence of state‐ and school‐level growth results on cut‐score choice. This dependence is examined along three dimensions: 1) rigor, as states set cut scores largely at their discretion, 2) across‐grade articulation, as the rigor of proficiency standards may vary across grades, and 3) the time horizon chosen for growth to proficiency. Results show that the selection of plausible alternative cut scores within a growth model can change the percentage of students “on track to proficiency” by more than 20 percentage points and reverse accountability decisions for more than 40% of schools. We contribute a framework for predicting these dependencies, and we argue that the cut‐score dependence of large‐scale growth statistics must be made transparent, particularly for comparisons of growth results across states.  相似文献   

5.
Large‐scale assessment results for schools, school boards/districts, and entire provinces or states are commonly reported as the percentage of students achieving a standard—‐that is, the percentage of students scoring above the cut score that defines the standard on the assessment scale. Recent research has shown that this method of reporting is sensitive to small changes in the cut score, especially when comparing results across years or between groups. This study builds on that work, investigating the effects of reporting group size on the stability of results. In Part 1 of this study, Grade 6 students’ results on Ontario's 2008 and 2009 Junior Assessments of Reading, Writing and Mathematics were compared, by school, for different sizes of schools. In Part 2, samples of students’ results on the 2009 assessment were randomly drawn and compared, for 10 group sizes, to estimate the variability in results due to sampling error. The results showed that the percentage of students above a cut score (PAC) was unstable for small schools and small randomly drawn groups.  相似文献   

6.
Abstract

Strategy use in single-digit addition is an indicator of young children’s numeracy comprehension. We investigated Danish primary students’ use of strategies in single-digit addition with interview-based assessment of how they solved 36 specific single-digit addition problems, categorised as either ‘error’, ‘counting’, ‘direct retrieval’ or ‘derived facts’. The proportional use of each strategy was analysed as multi-level functions of school age and sex. In a first study (260 interviews, 147 students) we found decreasing use of counting and increasing use of direct retrieval and derived facts through years 1–4, girls using counting substantially more and the other two strategies substantially less than boys, equal to more than 2 years’ development. Similar results appeared in a subsequent study (155 interviews, 83 students), suggesting that the pattern is pervasive in Danish primary schools. Finally, we ask whether sex differences in strategy use is generally under-reported since many studies do not explicitly address them.  相似文献   

7.
《教育实用测度》2013,26(2):121-141
The borderline-group method and the contrasting-groups method were compared with Nedelsky's method at four schools, with Angoff's method at another four schools, and with each other at all eight schools, using tests of basic skills in reading and mathematics. The borderline-group and contrastinggroups methods produced similar results when approximately equal numbers of students were classified as masters and nonmasters. The contrasting-groups passing score was lower than the borderline-group passing score when masters greatly outnumbered nonmasters and higher when nonmasters outnumbered masters. Results involving the Nedelsky and Angoff methods were not consistent across schools. Passing scores tended to be higher at schools where students were more able.  相似文献   

8.
Fairness in access to HE is unarguably a subject of paramount importance. Wherever a student’s secondary school scores are relevant for access to HE, grade inflation practices may jeopardize fair access. Pressures for high grading are common in the context of educational consumerism and competition between schools and students. However, they are not equally distributed across different types of schools, given that they have distinct relationships with the State and the market, and work with distinct populations. Specifically, the schools that are more subject to market pressures (namely private schools) are, in principle at least, the ones with more incentives to inflate their students’ grades. This paper presents an empirical study based on a large, 11 years database on scores in upper secondary education in Portugal, probing for systematic differences in grade inflation practices by four types of schools: public schools, government-dependent private schools, independent (fee-paying) private schools, and specially funded public schools in disadvantaged areas (TEIP schools). More than 3 million valid cases were analysed. Our results clearly show that independent private schools inflate their students’ scores when compared to the other types of schools. They also show that this discrepancy is higher where scores matter most in competition for HE access. This means that—usually wealthier—students from private independent schools benefit from an unfair advantage in the competition for the scarce places available in public higher education. We conclude discussing possible solutions to deal with such an important issue.  相似文献   

9.
Children residing in long-term out-of-home care have high rates of clinical-level mental health difficulties. However, the stability of these children’s difficulties throughout their time in care is uncertain. This paper reports estimates of the seven- to nine-year stability of carer-reported scores on the Child Behavior Checklist (CBCL) and Assessment Checklists for Children (ACC) and Adolescents (ACA) for 85 children in long-term foster or kinship care. Prospective score changes on the CBCL total problems and ACC-ACA shared-item scales were assigned to one of four change groups: ‘sustained mental health’; ‘meaningful improvement’; ‘no meaningful change’; and ‘meaningful deterioration’. On each of the two measures, more than 60% of children manifested either sustained mental health or meaningful improvement in their mental health, while less than a quarter showed meaningful deterioration. Mean mental health scores for the aggregate sample did not change over the 7–9 year period. Findings discount the presence of a uniform, population-wide effect—suggesting instead, that children’s mental health follows several distinct trajectories. Rather than asking whether long-term care is generally therapeutic or harmful for the development of previously maltreated children, future investigations should focus on the questions “…what are the systemic and interpersonal characteristics of care that promote and sustain children’s psychological development throughout childhood, and what characteristics are developmentally harmful?” and “…for which children is care therapeutic, and for which children is it not?”  相似文献   

10.
This paper presents a model for the explanation of examination (GCSE) performance at the age of 16 years in terms of both secondary and junior school attended together with prior achievement measures and certain background factors. Using a cohort of 758 students in 48 junior schools and 116 secondary schools it compares the variation in performance due to secondary schools with that due to junior schools in a multilevel cross‐classified analysis. It shows that the variation among junior schools is substantially larger than that among secondary schools. It also demonstrates that those junior schools with high average achievement scores for the students when they leave junior school also tend to have high average scores for their students at the age of 16. The implications of these findings, if replicated, are profound. They imply that current attempts to measure the ‘effectiveness’ of secondary schools using achievement measured at the start of secondary schooling may be fruitless and they point to the need for school effectiveness research to become involved in very long term studies of schooling, rather than being restricted to a single phase.

  相似文献   

11.
Writing performanceperformance of 279 seventh- and eighth-grade students in four urban charter schools was evaluated in comparison group pretest/posttest quasi-experimental study. Thirty-three students, identified by cut scores on a standardized fluency measure, received supplemental one-to-one Self-Regulated Strategy Development (SRSD) instruction for persuasive quick writing. Fifty-one students with scores below the cut participated as an eligible non-treatment comparison; 195 students with scores above the cut participated as a non-eligible comparison group. All students’ written responses were evaluated before and after the intervention. Results of repeated measures analysis indicated that students in treatment (additional instruction time + SRSD + planned practice-testing) significantly improved quick writing performance after instruction when compared to pretest performance, and when compared to eligible comparison, with large effect sizes for number of persuasive elements and organizational quality and medium effects for persuasive quality. When compared to non-eligible comparison, students in treatment had significantly higher scores for organizational quality (large effects) and persuasive quality (small effects).  相似文献   

12.
Two hundred fourteen school officials who had students participate in an academic talent search through the Center for Talent Development of Northwestern University responded to a survey regarding how they use off‐level test scores for students’ talent development in school. Data showed that generally talent search is perceived by schools as a means of providing access to outside‐of‐school academic opportunities such as summer and distance learning courses. Few schools use talent search scores to design school‐based educational programs or to determine eligibility for in‐school gifted programs. Other findings included that schools learned about talent search mainly through mailings from the talent search center, gifted coordinators primarily administered talent search in their schools and participation was encouraged via letters to families, students were selected for talent search participation based on achievement test scores at the 95th percentile or above and follow‐up on talent search scores typically consisted of passing out certificates at a special ceremony. Schools that were more active versus less active in talent search were not different in terms of how they conducted or used talent search off‐level test scores. More efforts are needed from local schools to recognize the important role that talent search scores can have in their local programming to enhance the impact of talent search on gifted students.  相似文献   

13.
State and federal accountability reforms are putting considerable pressure on schools to increase the achievement of historically low-performing groups of students and to close test score gaps. In this article, we exploit the differences among the large number of elementary schools in New York City to examine how much schools vary in the efficiency of the education they provide to subgroups. In addition, we examine the extent to which observable school characteristics can account for the variation that exists. We find that New York City elementary schools vary in how well they educate poor students compared to nonpoor students and Asian and White students compared to Black and Hispanic students. The disparities in school efficiency measures between boys and girls are lower than for the other subgroups. There is no conclusive evidence about which school resources and characteristics are associated with more or less efficient education across all subgroups.  相似文献   

14.
ABSTRACT

‘Asian whiz kids’ perfect test scores.’ ‘Selective schools and tiger parents.’ These types of headlines highlight the increased visibility of academically successful students from Asian migrant backgrounds, in Australia and other Western countries. They also point to anxiety about the perceived aggressive ‘tiger’ parenting often associated with Asian academic success. This paper focuses on the forms of everyday multiculturalism found in and around high-performing selective schools and classes in Sydney, Australia, almost all of which are dominated by Asian-Australian students. Drawing on interviews with parents and students from Anglo- and Asian-Australian backgrounds, it documents the different positionalities adopted by participants within these culturally diverse settings, including anger, aspiration and cosmopolitanism. This potentially volatile combination of approaches to diversity reveals some of the social consequences of neoliberal migration and education policies.  相似文献   

15.
This paper investigates whether the effects of a reform that substantially increased daily instruction time in Chilean primary schools vary depending on school institutions. Focusing on incumbent students and exploiting an IV strategy, we find that longer daily schedules increase reading scores at the end of fourth grade and that the benefits are greater for pupils who began primary education in no-fee charter schools rather than in public schools. We provide evidence that these two types of publicly subsidized establishments, which cater to similar students but differ in their degree of autonomy, expand the teaching input in different ways: in order to provide the additional instruction time, no-fee charter schools rely more on hiring new teachers and less on increasing teachers’ working hours than public schools do.  相似文献   

16.
Abstract

Group differences in average grades prior to and after a step-wise introduction of blinded examinations at Stockholm University are examined. Relative to students with ‘native’ names, students with ‘foreign’ names appear to experience weak positive bias in the grading of their examinations, but the estimated effect is sensitive to model specification. No substantial effects of blinding examinations with respect to male-female gaps are found. The results suggest that examiners – when the names of students are disclosed to them – if anything have a weak tendency to positively discriminate for students perceived to have an immigrant background, but they do not appear to discriminate on the basis of gender.  相似文献   

17.
This paper examines the institutional determinants of federal loan status for a recent cohort of college students. We first set out how institutions influence loan accumulations and repayment rates, with particular focus on for-profit colleges. We then test a set of hypotheses about loan status and repayment using national data on loans, defaults, and repayments merged with college-level data. For all measures of loan status there are significant raw gaps between for-profit colleges and public and not-for-profit colleges. After controlling for student characteristics, measures of college quality, and college practices, large gaps in loan balance per student remain: students in for-profit colleges, especially the 2-year colleges, borrow approximately four times as much as they would have at a 2-year public college. For a student attending the ‘average’ college, their repayment rate is predicted to be 5 [9] percentage points lower if that college is for-profit compared to public [non-profit]. Repayment rates are also lower for colleges with higher proportions of minority students and with lower graduation rates; contrary to some claims, single-program institutions appear to have higher repayment rates.  相似文献   

18.
随着学校效能研究的深入和统计技术的进步,学校效能增值评价日益成为学校效能评价的主流。以学生学业成绩和学生适应性为学校效能评价的指标,运用两水平线性模型对我国西部地区85所农村初中进行增值评价,发现:在提高学校效能方面,学校间存在明显差异;按原始分数获得的学校排名与按增值评价获得的排名存在较大差异;不同学科间的学校效能显著相关;学校效能在不同省份间存在较大差异;学生学习基础仍然是造成学生成绩差距的主要原因;学校基本条件对学生学业成绩作用明显等。据此,提出有利于提高学校效能的建议,如以增值评价为手段,建立增值评价指标体系;合理制定学校发展规划,走学校特色发展之路;教师应针对不同起点学生因材施教等。  相似文献   

19.
Increases in participation by Aboriginal and Torres Strait Islander students in higher education across Australia continue to be promising. However, it is also known that Indigenous students' attrition, retention and completion rates remain areas of concern. In this paper, we report our findings from an analysis of Indigenous student responses to the 2009 Australasian Survey of Student Engagement. Overall, Indigenous Australian students express positive responses in relation to engagement, but are more likely than non-Indigenous students to be planning to depart. We explore this somewhat unexpected anomaly, whilst also suggesting that much more needs to be known about our Indigenous students, including, for example, whom they may interact with at university; where they turn for support; and why they may decide to leave. Our findings strongly indicate that better national and institutional data are needed to address the current gaps in knowledge relating to Indigenous student populations in Australia and around the world.? In this paper, the term ‘Indigenous’ refers to Australian students who are of self-declared Aboriginal and/or Torres Strait Islander background, while ‘non-Indigenous’ refers to all other Australians.  相似文献   

20.
ABSTRACT

Facing increasing critique that PISA focuses too narrowly on cognitive achievement and human/knowledge capital, the OECD has recently shifted some of its focus to student happiness. The 2017 Students’ Well-Being report distinguishes between ‘happy schools’ and ‘unhappy schools’, showing that among students who combined high performance and life satisfaction, northern European countries topped the charts. Meanwhile, students in East Asian countries including Japan, China, Taiwan, Hong Kong, and Korea registered the lowest ‘life satisfaction’ scores among all participating countries. This piece points out some of the problems inherent in the OECD’s recent turn to happiness, problematizing the OECD yardstick of life satisfaction. Attempting to keep the critique constructive, we suggest that the OECD may want to consider using alternative metrics, then briefly highlight one developed in East Asia from different first assumptions: the Interdependent Happiness Scale. In conclusion we flag, but cannot answer, some related educational questions concerning policy, pedagogy, and priorities for the future.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号