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See detailValue-Added Scores Show Limited Stability over Time in Primary School
Emslander, Valentin UL; Levy, Jessica; Scherer, Ronny et al

E-print/Working paper (2022)

Value-added (VA) models are used for accountability purposes and quantify the value a teacher or a school adds to their students’ achievement. If VA scores lack stability over time and vary across outcome ... [more ▼]

Value-added (VA) models are used for accountability purposes and quantify the value a teacher or a school adds to their students’ achievement. If VA scores lack stability over time and vary across outcome domains (e.g., mathematics and language learning), their use for high-stakes decision making is in question and could have detrimental real-life implications: teachers could lose their jobs, or a school might receive less funding. However, school-level stability over time and variation across domains have rarely been studied together. In the present study, we examined the stability of VA scores over time for mathematics and language learning, drawing on representative, large-scale, and longitudinal data from two cohorts of standardized achievement tests in Luxembourg (N = 7,016 students in 151 schools). We found that only 34-38% of the schools showed stable VA scores over time with moderate rank correlations of VA scores from 2017 to 2019 of r = .34 for mathematics and r = .37 for language learning. Although they showed insufficient stability over time for high- stakes decision making, school VA scores could be employed to identify teaching or school practices that are genuinely effective—especially in heterogeneous student populations. [less ▲]

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See detailSystematic Identification of High "Value-Added" in Educational Contexts (SIVA)
Emslander, Valentin UL; Levy, Jessica; Fischbach, Antoine UL

Report (2022)

The aim of the SIVA project is to investigate differences between schools with stable high value-added (VA) scores to those with low or medium VA scores to learn about their effective pedagogical ... [more ▼]

The aim of the SIVA project is to investigate differences between schools with stable high value-added (VA) scores to those with low or medium VA scores to learn about their effective pedagogical strategies. We attempt to achieve this goal through classroom observations and questionnaires for students in grade 2, their parents, their teachers, as well as school presidents. More specifically, with the present study we want to learn from target schools with stable positive VA scores – a statistical method usually used to estimate schools' effectiveness. We will use VA modelling constructively to compare those schools identified as highly effective (i.e., with high VA scores) to schools with medium or low VA scores on variables such as pedagogical strategies, student background, and school climate. To this end, a mixed-methods design based on questionnaires, observations, and results from the Luxembourg School Monitoring Programme ÉpStan (LUCET, 2021) will be applied. The content of the investigation is based on a synthesis of models of school learning and quality, focusing on aspects such as school organization or classroom management (e.g., Hattie, 2008; Helmke et al., 2008; Klieme et al., 2001) and is extended by specificities about the Luxembourgish school system, which are not represented in international school learning models (such as the division into two-year learning cycles, the multilingual school setting, and the diverse student population). With the aim to obtain a preferably broad picture, students, parents, teachers, school presidents and regional directors will be investigated. While parents, teachers, school presidents and regional directors can—as adults—fill out questionnaires individually, obtaining the opinion from children at such a young age can be challenging. The SIVA project tackles this issue by choosing item formats that are appealing and understandable for young children (see, e.g.,Lehnert, 2019), as well as by including classroom observations conducted by neutral educational experts (please, find both the questionnaires and observation sheets in the attachments). [less ▲]

Detailed reference viewed: 22 (8 UL)