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| School Effectiveness Modeling× | 增值模型× | |
|---|---|---|
| 领域≠ | Education | 心理测量学 |
| 方法族≠ | Regression model | Latent structure |
| 起源年份≠ | 2000 | 1998 |
| 提出者≠ | School effectiveness research tradition (Edmonds; Rutter; Teddlie & Reynolds; multilevel methods of Aitkin & Longford) | William Sanders, Sandra Horn |
| 类型≠ | Multilevel modeling of school contributions to student outcomes net of intake | Longitudinal student achievement modeling |
| 开创性文献≠ | Teddlie, C., & Reynolds, D. (2000). The International Handbook of School Effectiveness Research. Falmer Press. ISBN: 9780750706070 | Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615-631. DOI ↗ |
| 别名≠ | School Effects Research, Educational Effectiveness Modeling, School Performance Modeling, Differential School Effectiveness | VAM |
| 相关 | 4 | 4 |
| 摘要≠ | 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. | Value-Added Modeling (VAM) is a method for assessing the contribution of schools or teachers to student achievement growth, developed by Sanders and Horn (1998). VAM isolates the effect of a teacher or school by comparing student gains (value added) while controlling for prior achievement and student characteristics. |
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