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	Cross-Classified Multilevel Models in Education	School Effectiveness Modeling
Field	Education	Education
Family	Regression model	Regression model
Year of origin	1993	2000
Originator	Multilevel modeling community (Raudenbush; Goldstein; Rasbash & Browne)	School effectiveness research tradition (Edmonds; Rutter; Teddlie & Reynolds; multilevel methods of Aitkin & Longford)
Type	Multilevel model with units cross-classified by two or more non-nested groupings	Multilevel modeling of school contributions to student outcomes net of intake
Seminal source	Goldstein, H. (2011). Multilevel Statistical Models (4th ed.). Wiley. ISBN: 9780470748657	Teddlie, C., & Reynolds, D. (2000). The International Handbook of School Effectiveness Research. Falmer Press. ISBN: 9780750706070
Aliases	Cross-Classified Random Effects Models, CCREM, Cross-Classified Multilevel Modeling, Multiple Membership Cross-Classified Models	School Effects Research, Educational Effectiveness Modeling, School Performance Modeling, Differential School Effectiveness
Related	4	4
Summary	Cross-classified multilevel models extend hierarchical linear modeling to situations where units belong to two or more groupings that do not nest neatly inside one another. In education, students are often classified by both school and neighborhood, or by primary and secondary school across time — classifications that cut across each other rather than form a clean hierarchy. These models assign a random effect to each classification simultaneously, partitioning variance among them and yielding correct inferences where a purely nested model would be misspecified.	School effectiveness modeling estimates how much, and in what ways, individual schools contribute to student outcomes once differences in what students bring with them are taken into account. Using multilevel (hierarchical) models, it adjusts for student intake — prior attainment, socioeconomic background — and isolates the residual variation attributable to schools. The field asks not just whether schools differ, but which factors make some schools more effective and for whom, distinguishing genuine school contributions from the composition of their intake.