Modelling Student Progress in Studies of Educational Effectiveness

Peter W. Hill · Ken Rowe

91 citations0/0 files storedSchool Effectiveness and School Improvement

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School Choice and Performance Statistical Methods and Bayesian Inference Educational Assessment and Improvement

Abstract

It is argued that a crucial requirement in studies of educational effectiveness is the modelling of change or growth in student learning. To illustrate one approach to achieving this end, results are presented from multivariate multilevel analyses of three‐waves of data for three Grade level cohorts of students from a longitudinal study designed to explain variation in elementary school students' progress in literacy achievement. The article provides estimates of the influence of prior achievement and social background factors including ‘critical events’, on students’ progress, examines the extent to which progress can be accounted for by the grouping effects of students within classes and schools over successive years, and provides estimates of the effects of explanatory variables at the student‐and class/teacher‐levels.

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References

1973Review of research in education 1982A Rasch Model for Partial Credit Scoring 1998Advanced Structural Equation Modeling: Issues and Techniques 1971Statistical Analysis of Sets of Congeneric Tests 1965Problems in Measuring Change 2017Looking in Classrooms 1969STATISTICAL ANALYSIS OF SETS OF CONGENERIC TESTS*1998The foundations of educational effectiveness

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