165 research outputs found
How effective are educational systems? A value-added approach to study trends in PIRLS: Wie effektiv sind Bildungssysteme? Zur Untersuchung von Entwicklungen in PIRLS mit value-added-Modellen
No full textFrom an educational effectiveness perspective, research based on international large scale assessments has been limited as it neglects to take contextual conditions of educational systems into account. Further, methodological challenges of cross-sectional studies have yet prevented investigations from a longitudinal effectiveness perspective. The paper investigates how effectively educational systems grow, i.e. change, in their performance by applying a methodological approach known from school effectiveness research that captures changes at the country level within repeated cross-sectional data designs. Data from the Progress in International Reading Literacy Study (PIRLS) 2001 to 2006 trend systems is analyzed with hierarchical linear modeling. Effectiveness measures of achievement status in 2006 and of change from 2001 to 2006 are investigated and compared. Results suggest that there are systems which exceed their expected outcomes (status and change) as well as systems which stay below what could have been expected, changing the picture of “high” and “low” performing systems, when contextual conditions and prior performances are taken into account. The study contributes to methodological developments of educational effectiveness research in cross-national assessments. Its results provide complementary information for policymakers to further look at policies, practices, and structures that have favored effectiveness
How effective are educational systems? A value-added approach to study trends in PIRLS
No full textFrom an educational effectiveness perspective, research based on international large scale assessments has been limited as it neglects to take contextual conditions of educational systems into account. Further, methodological challenges of cross-sectional studies have yet prevented investigations from a longitudinal effectiveness perspective. The paper investigates how effectively educational systems grow, i.e. change, in their performance by applying a methodological approach known from school effectiveness research that captures changes at the country level within repeated cross-sectional data designs. Data from the Progress in International Reading Literacy Study (PIRLS) 2001 to 2006 trend systems is analyzed with hierarchical linear modeling. Effectiveness measures of achievement status in 2006 and of change from 2001 to 2006 are investigated and compared. Results suggest that there are systems which exceed their expected outcomes (status and change) as well as systems which stay below what could have been expected, changing the picture of “high” and “low” performing systems, when contextual conditions and prior performances are taken into account. The study contributes to methodological developments of educational effectiveness research in cross-national assessments. Its results provide complementary information for policymakers to further look at policies, practices, and structures that have favored effectiveness
Effectiveness measures for cross-sectional studies: a comparison of value-added models and contextualised attainment models
No full textEducational effectiveness research often appeals to value-added models (VAM) to gauge the impact of schooling on student learning net of the effect of student background variables. A huge amount of cross-sectional studies do not, however, meet VAM's requirement for longitudinal data. Contextualised attainment models (CAM) measure the influence of schools on student outcomes controlling for family background characteristics in cross-sectional studies. It is argued that the latter are adequate substitutes for student prior attainment. Drawing on data from a 3-point longitudinal study in the city of Berlin, Germany (n = 3,074), reading and mathematics achievement of primary students are investigated to assess effectiveness measures of schools. Estimates are compared for a 3-level growth curve analysis (VAM), a hierarchical linear model controlling for background characteristics (CAM), and one additionally controlling for prior achievement scores (prior attainment model). The article contributes to the enhancement of a feedback culture for cross-sectional study results
Performance status and change - measuring education system effectiveness with data from PISA 2000-2009
No full textReports of international large-scale assessments tend to evaluate and compare education system performance based on absolute scores. And policymakers refer to high-performing and economically prosperous education systems to enhance their own systemic features. But socioeconomic differences between systems compromise the plausibility of those comparisons and references. The paper applies conceptual and methodological approaches from educational effectiveness research to investigate how effectively education systems perform and how effectively they change their performance over time by accounting for socioeconomic differences between systems and cohorts (assessment cycles). Data from 4 cycles of the Programme for International Student Assessment (PISA) are analysed. Results indicate that the quality of systems is evaluated differently if assessed by absolute performance scores or effectiveness measures. The study contributes to methodological developments of effectiveness research in international large-scale assessments and provides relevant information for policymakers to further look into policies, structures, and reform measures that have favoured effectiveness. © 2014 Taylor and Francis
Progress in reading literacy in national and international context: The impact of PIRLS 2006 in 12 countries
No full textAn analytical approach to study educational inequalities: 10 hypothesis tests in PIRLS 2006
No full textThe paper draws on the work of Willms [2006. Learning divides: Ten policy questions about the performance and equity of schools and schooling systems. Montreal: UNESCO Institute for Statistics] to present an analytical approach to the study of academic achievement disparities related to family socioeconomic status. The approach is illustrated by evaluating 10 hypotheses with two-level and three-level hierarchical linear models using data from the Progress in International Reading Literacy Study 2006. For each hypothesis, the underlying theory, statistical model, and critical model test are presented and the results are discussed. The analytical approach can be generalized to other studies and data sets. The results help to understand how inequalities are configured at the within-country and between-country levels. © 2012 Copyright Taylor and Francis Group, LLC
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