ABSTRACT This study investigated the relationships between professional learning communities (PLCs), teacher self-efficacy, and experiential learning. A conceptual model that connects PLC components, including shared vision, interactive reflection, and collegiality, to teacher self-efficacy was proposed, as mediated by experiential learning. The data comprised 3,604 teachers from 204 primary schools and 787 teachers from 90 lower secondary schools in Japan. First, a multigroup confirmatory factor analysis confirmed that the same constructs of PLC, teacher self-efficacy, and experiential learning were measured at different school levels. Second, multigroup structural equation modelling revealed that some PLC components were related to teacher self-efficacy at different school levels. Moreover, experiential learning mediated the relationship between some PLC components and teacher self-efficacy at different school levels. The theoretical and practical implications are discussed based on the results of the study.
{"title":"Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan","authors":"Takumi Yada, Akie Yada, Daisuke Choshi, Tetsuhito Sakata, Takehiro Wakimoto, Masahiro Nakada","doi":"10.1080/09243453.2022.2136211","DOIUrl":"https://doi.org/10.1080/09243453.2022.2136211","url":null,"abstract":"ABSTRACT This study investigated the relationships between professional learning communities (PLCs), teacher self-efficacy, and experiential learning. A conceptual model that connects PLC components, including shared vision, interactive reflection, and collegiality, to teacher self-efficacy was proposed, as mediated by experiential learning. The data comprised 3,604 teachers from 204 primary schools and 787 teachers from 90 lower secondary schools in Japan. First, a multigroup confirmatory factor analysis confirmed that the same constructs of PLC, teacher self-efficacy, and experiential learning were measured at different school levels. Second, multigroup structural equation modelling revealed that some PLC components were related to teacher self-efficacy at different school levels. Moreover, experiential learning mediated the relationship between some PLC components and teacher self-efficacy at different school levels. The theoretical and practical implications are discussed based on the results of the study.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"130 - 149"},"PeriodicalIF":3.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45958081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-19DOI: 10.1080/09243453.2022.2136210
Nan Xiang, S. Chiu
ABSTRACT In the face of Hong Kong’s high grade-retention rates, this study aimed to investigate how Hong Kong secondary schools’ grade-retention composition is associated with student performance and socioeconomic inequality in student performance. As the research questions involved analysis at the school and student levels, this study employed hierarchical linear modelling to analyse the Programme for International Student Assessment (PISA) 2018 data. While grade retention was often suggested to have a negative impact on repeaters’ performance in studies using the same-age comparison strategy, this study found that a higher proportion of retained students at school was not associated with a reduction in students’ performance. However, greater socioeconomic inequality in student achievement was found in schools with higher retention rates. In addition to providing plausible explanations for these findings, this paper discusses the potential role of the government’s retention policies in these respects.
{"title":"The school matters: Hong Kong secondary schools’ grade-retention composition, students’ educational performance, and educational inequality","authors":"Nan Xiang, S. Chiu","doi":"10.1080/09243453.2022.2136210","DOIUrl":"https://doi.org/10.1080/09243453.2022.2136210","url":null,"abstract":"ABSTRACT In the face of Hong Kong’s high grade-retention rates, this study aimed to investigate how Hong Kong secondary schools’ grade-retention composition is associated with student performance and socioeconomic inequality in student performance. As the research questions involved analysis at the school and student levels, this study employed hierarchical linear modelling to analyse the Programme for International Student Assessment (PISA) 2018 data. While grade retention was often suggested to have a negative impact on repeaters’ performance in studies using the same-age comparison strategy, this study found that a higher proportion of retained students at school was not associated with a reduction in students’ performance. However, greater socioeconomic inequality in student achievement was found in schools with higher retention rates. In addition to providing plausible explanations for these findings, this paper discusses the potential role of the government’s retention policies in these respects.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"151 - 168"},"PeriodicalIF":3.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49316504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/09243453.2022.2115519
Lies Appels, S. de Maeyer, J. Faddar, P. van Petegem
ABSTRACT The discourse of quality has permeated everyday discussions about education, yet the concept as such remains complex. Moreover, during the constant struggle to improve educational quality, governments have increasingly devoted attention to the results of international large-scale assessments. As those results are used to inform policy decisions to improve countries’ educational quality, it is important to understand how this concept of quality is appropriated. As a synthesis of how quality is conceptualised and operationalised in this body of research is lacking, the current paper seeks to fill that gap by presenting a systematic review. Our analysis identified definitional patterns and explored the corresponding methods for measuring quality. Based on this analysis of the reviewed studies, a framework of four approaches towards quality emerged to render the concept more accessible. In light of these results, benefits and limitations of the concept’s complexity are discussed, and implications for research are forwarded.
{"title":"Capturing quality. Educational quality in secondary analyses of international large-scale assessments: a systematic review","authors":"Lies Appels, S. de Maeyer, J. Faddar, P. van Petegem","doi":"10.1080/09243453.2022.2115519","DOIUrl":"https://doi.org/10.1080/09243453.2022.2115519","url":null,"abstract":"ABSTRACT The discourse of quality has permeated everyday discussions about education, yet the concept as such remains complex. Moreover, during the constant struggle to improve educational quality, governments have increasingly devoted attention to the results of international large-scale assessments. As those results are used to inform policy decisions to improve countries’ educational quality, it is important to understand how this concept of quality is appropriated. As a synthesis of how quality is conceptualised and operationalised in this body of research is lacking, the current paper seeks to fill that gap by presenting a systematic review. Our analysis identified definitional patterns and explored the corresponding methods for measuring quality. Based on this analysis of the reviewed studies, a framework of four approaches towards quality emerged to render the concept more accessible. In light of these results, benefits and limitations of the concept’s complexity are discussed, and implications for research are forwarded.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"629 - 668"},"PeriodicalIF":3.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48910727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-03DOI: 10.1080/09243453.2022.2116461
Jitske de Vries, A. Dimosthenous, K. Schildkamp, A. Visscher
ABSTRACT Assessment for learning (AfL) can facilitate students’ development of metacognition. However, teachers often struggle with the implementation of AfL in their classroom. The dynamic approach can help teachers develop professionally in the complex competency that is AfL. The dynamic approach is based on four principles: (a) addressing the professional needs of teachers, (b) integrating skills, (c) explaining underlying mechanisms, and (d) implementing support and feedback. In this experimental study, we investigated the effect on students’ metacognition of an AfL teacher professional development program for secondary mathematics teachers based on the dynamic approach (n teachers = 47, n students = 803). We found a statistically significant positive effect on students’ ability to predict (d = 0.24) and evaluate (d = 0.22), but not on students’ ability to plan.
{"title":"The impact of an assessment for learning teacher professional development program on students’ metacognition","authors":"Jitske de Vries, A. Dimosthenous, K. Schildkamp, A. Visscher","doi":"10.1080/09243453.2022.2116461","DOIUrl":"https://doi.org/10.1080/09243453.2022.2116461","url":null,"abstract":"ABSTRACT Assessment for learning (AfL) can facilitate students’ development of metacognition. However, teachers often struggle with the implementation of AfL in their classroom. The dynamic approach can help teachers develop professionally in the complex competency that is AfL. The dynamic approach is based on four principles: (a) addressing the professional needs of teachers, (b) integrating skills, (c) explaining underlying mechanisms, and (d) implementing support and feedback. In this experimental study, we investigated the effect on students’ metacognition of an AfL teacher professional development program for secondary mathematics teachers based on the dynamic approach (n teachers = 47, n students = 803). We found a statistically significant positive effect on students’ ability to predict (d = 0.24) and evaluate (d = 0.22), but not on students’ ability to plan.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"109 - 129"},"PeriodicalIF":3.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45015233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-25DOI: 10.1080/09243453.2022.2113547
Martin Brygger Andersen
ABSTRACT This study aimed to uncover key variable relationships underlying social marginalisation of students in public schools. Structural equation modelling was conducted on a large subset of the Danish Programme for Learning Management survey (2017) containing both student (Grades 4–10, ages 10–16) and parent responses (N = 42,702). The Social Marginalisation Scale (SMS) was utilised. The results indicate that teacher support is vital for securing a positive classroom environment and for protecting students against social marginalisation. Moreover, a stronger parental community was associated with a more supportive classroom environment and lower social marginalisation in school.
{"title":"Measuring social marginalisation: using SEM to uncover essential social factors underlying social marginalisation in public schools","authors":"Martin Brygger Andersen","doi":"10.1080/09243453.2022.2113547","DOIUrl":"https://doi.org/10.1080/09243453.2022.2113547","url":null,"abstract":"ABSTRACT This study aimed to uncover key variable relationships underlying social marginalisation of students in public schools. Structural equation modelling was conducted on a large subset of the Danish Programme for Learning Management survey (2017) containing both student (Grades 4–10, ages 10–16) and parent responses (N = 42,702). The Social Marginalisation Scale (SMS) was utilised. The results indicate that teacher support is vital for securing a positive classroom environment and for protecting students against social marginalisation. Moreover, a stronger parental community was associated with a more supportive classroom environment and lower social marginalisation in school.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"90 - 108"},"PeriodicalIF":3.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42634033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-20DOI: 10.1080/09243453.2022.2102042
G. Marks
ABSTRACT Prior achievement is essential to estimating the role of schools and school factors on student outcomes because it measures students’ pre-existing knowledge and skills. However, its very strong effects and their implications for research and policy are not widely appreciated. Analyses of student achievement in five domains shows that prior achievement, measured 2 years before, has overwhelming effects, albeit with domain and year-level (grade) differences. When considering prior achievement, only a small minority of schools have effects that significantly differ from the average school effect on student performance. The variation in school effects is quite limited, and there are only trivial jurisdictional differences in school effects. The contemporaneous effects of parents’ occupational group and education – factors prominent in school funding in Australia – are negligible. These findings are likely to pertain to other educational contexts since prior achievement typically has strong, or very strong, relationships with achievement.
{"title":"The overwhelming importance of prior achievement when assessing school effects: evidence from the Australian national assessments","authors":"G. Marks","doi":"10.1080/09243453.2022.2102042","DOIUrl":"https://doi.org/10.1080/09243453.2022.2102042","url":null,"abstract":"ABSTRACT Prior achievement is essential to estimating the role of schools and school factors on student outcomes because it measures students’ pre-existing knowledge and skills. However, its very strong effects and their implications for research and policy are not widely appreciated. Analyses of student achievement in five domains shows that prior achievement, measured 2 years before, has overwhelming effects, albeit with domain and year-level (grade) differences. When considering prior achievement, only a small minority of schools have effects that significantly differ from the average school effect on student performance. The variation in school effects is quite limited, and there are only trivial jurisdictional differences in school effects. The contemporaneous effects of parents’ occupational group and education – factors prominent in school funding in Australia – are negligible. These findings are likely to pertain to other educational contexts since prior achievement typically has strong, or very strong, relationships with achievement.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"65 - 89"},"PeriodicalIF":3.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42583972","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-12DOI: 10.1080/09243453.2022.2096645
Verónica López, M. Salgado, R. Berkowitz
ABSTRACT Supportive school and classroom climates can add to student achievement and compensate for the negative contribution of low-socioeconomic status (SES) to academic achievement. We tested the added contribution of school and classroom climate to Chilean students’ mathematics test scores. We performed a secondary analysis of 151,015 eighth-grade students (attending 8,412 classrooms in 5,619 schools) who completed the Sistema de Medición de la Calidad de la Educación (SIMCE) test in Chile. We identified six dimensions of school climate, which we aggregated to the classroom and school level to fit three-level regression models. Students’ gender (girls) and low SES were major negative predictors of test scores. School and classroom climate made an additional contribution to the explained variance in test scores. A positive school and classroom climate compensates for the detrimental effects of gender and low SES on students’ mathematics achievement, which justifies investing resources to promote positive school and classroom climates.
支持性的学校和课堂氛围可以增加学生的成绩，并弥补低社会经济地位(SES)对学业成绩的负面贡献。我们测试了学校和课堂气氛对智利学生数学考试成绩的额外贡献。我们对151,015名八年级学生(参加5,619所学校的8,412个教室)进行了二次分析，这些学生完成了智利的Sistema de Medición de la Calidad de la Educación (SIMCE)测试。我们确定了学校气候的六个维度，并将其汇总到课堂和学校层面，以拟合三级回归模型。学生性别(女生)和低社会经济地位是考试成绩的主要负向预测因子。学校和课堂气氛对考试成绩的差异也有额外的影响。积极的学校和课堂氛围弥补了性别和低社会经济地位对学生数学成绩的不利影响，这证明投入资源促进积极的学校和课堂氛围是合理的。
{"title":"The contributions of school and classroom climate to mathematics test scores: a three-level analysis","authors":"Verónica López, M. Salgado, R. Berkowitz","doi":"10.1080/09243453.2022.2096645","DOIUrl":"https://doi.org/10.1080/09243453.2022.2096645","url":null,"abstract":"ABSTRACT Supportive school and classroom climates can add to student achievement and compensate for the negative contribution of low-socioeconomic status (SES) to academic achievement. We tested the added contribution of school and classroom climate to Chilean students’ mathematics test scores. We performed a secondary analysis of 151,015 eighth-grade students (attending 8,412 classrooms in 5,619 schools) who completed the Sistema de Medición de la Calidad de la Educación (SIMCE) test in Chile. We identified six dimensions of school climate, which we aggregated to the classroom and school level to fit three-level regression models. Students’ gender (girls) and low SES were major negative predictors of test scores. School and classroom climate made an additional contribution to the explained variance in test scores. A positive school and classroom climate compensates for the detrimental effects of gender and low SES on students’ mathematics achievement, which justifies investing resources to promote positive school and classroom climates.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"43 - 64"},"PeriodicalIF":3.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48349576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-08DOI: 10.1080/09243453.2022.2093921
Georgeta Ion, Ernest López Sirvent
ABSTRACT The article analyses the characteristics of schools according to the perception teachers have regarding their commitment to using research evidence within their practice. A questionnaire focused on issues such as the use of research evidence to improve schools, as well as factors known to influence this practice, such as organizational culture, leadership style, interpersonal relationships, and decision-making processes, was administered to a sample of 462 teachers from 204 primary schools in two Spanish autonomous regions. The questionnaire responses were analysed using a two-stage factor analysis. Three clusters of schools were identified. Although teachers from a large number of schools were enthusiastic regarding the use of research evidence, others were sceptical, and most declared themselves undecided. In all cases, we observed that organizational commitment to the use of research evidence, leadership support, and debate regarding decisions were significant characteristics of those schools oriented towards the use of research evidence.
{"title":"Teachers’ perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection","authors":"Georgeta Ion, Ernest López Sirvent","doi":"10.1080/09243453.2022.2093921","DOIUrl":"https://doi.org/10.1080/09243453.2022.2093921","url":null,"abstract":"ABSTRACT The article analyses the characteristics of schools according to the perception teachers have regarding their commitment to using research evidence within their practice. A questionnaire focused on issues such as the use of research evidence to improve schools, as well as factors known to influence this practice, such as organizational culture, leadership style, interpersonal relationships, and decision-making processes, was administered to a sample of 462 teachers from 204 primary schools in two Spanish autonomous regions. The questionnaire responses were analysed using a two-stage factor analysis. Three clusters of schools were identified. Although teachers from a large number of schools were enthusiastic regarding the use of research evidence, others were sceptical, and most declared themselves undecided. In all cases, we observed that organizational commitment to the use of research evidence, leadership support, and debate regarding decisions were significant characteristics of those schools oriented towards the use of research evidence.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"610 - 628"},"PeriodicalIF":3.0,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48601055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-03DOI: 10.1080/09243453.2022.2041048
E. Goffin, R. Janssen, J. Vanhoof
ABSTRACT The present study explores predictors of school performance feedback (SPF) use. In total, 470 Flemish educational professionals were surveyed about their use of SPF from school-external, low-stakes standardized assessments. A path analysis was conducted in order to investigate how individual user beliefs impact SPF use at the school level and how those beliefs mediate the effects of school-level features pertaining to school organization, performance, and voluntariness. Findings include that users’ cognitive attitude and perceived expectations of others have a small effect on engagement with SPF in schools, and that these predictors mediate the effects of certain organizational characteristics. Whereas performance levels do not impact school-level feedback use, voluntariness in feedback pursuit and particularly an SPF-oriented school culture emerge as drivers. Implications for practice include the need for stimulating ownership in data-based decision making. Suggestions for further research are also discussed.
{"title":"The interplay of user beliefs and situated characteristics in explaining school performance feedback use","authors":"E. Goffin, R. Janssen, J. Vanhoof","doi":"10.1080/09243453.2022.2041048","DOIUrl":"https://doi.org/10.1080/09243453.2022.2041048","url":null,"abstract":"ABSTRACT The present study explores predictors of school performance feedback (SPF) use. In total, 470 Flemish educational professionals were surveyed about their use of SPF from school-external, low-stakes standardized assessments. A path analysis was conducted in order to investigate how individual user beliefs impact SPF use at the school level and how those beliefs mediate the effects of school-level features pertaining to school organization, performance, and voluntariness. Findings include that users’ cognitive attitude and perceived expectations of others have a small effect on engagement with SPF in schools, and that these predictors mediate the effects of certain organizational characteristics. Whereas performance levels do not impact school-level feedback use, voluntariness in feedback pursuit and particularly an SPF-oriented school culture emerge as drivers. Implications for practice include the need for stimulating ownership in data-based decision making. Suggestions for further research are also discussed.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"456 - 478"},"PeriodicalIF":3.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42203064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-01DOI: 10.1080/09243453.2022.2089169
Rhiannon Moore
ABSTRACT Existing research on “school effectiveness” indicates that differences at the school level contribute significantly towards variation in student outcomes; however, less is known about the effectiveness of schooling in low- and middle-income countries (LMICs). This paper addresses this gap using quantitative analysis of data from two states in India. It compares four multilevel model specifications to explore how school performance can be measured in the Indian context. The analysis reveals a large “school effect”, while also offering evidence that a considerable proportion of between-school variation stems from student intake. Findings suggest that school “value-added” models could offer better understanding of school performance and learning equity in India, and indicate the importance of recognising how differences in model specification affect those schools identified as “more effective”.
{"title":"Variation, context, and inequality: comparing models of school effectiveness in two states in India","authors":"Rhiannon Moore","doi":"10.1080/09243453.2022.2089169","DOIUrl":"https://doi.org/10.1080/09243453.2022.2089169","url":null,"abstract":"ABSTRACT Existing research on “school effectiveness” indicates that differences at the school level contribute significantly towards variation in student outcomes; however, less is known about the effectiveness of schooling in low- and middle-income countries (LMICs). This paper addresses this gap using quantitative analysis of data from two states in India. It compares four multilevel model specifications to explore how school performance can be measured in the Indian context. The analysis reveals a large “school effect”, while also offering evidence that a considerable proportion of between-school variation stems from student intake. Findings suggest that school “value-added” models could offer better understanding of school performance and learning equity in India, and indicate the importance of recognising how differences in model specification affect those schools identified as “more effective”.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"588 - 609"},"PeriodicalIF":3.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46361119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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