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Field name	Details
Nuova numerazione	75984
Collocazione	UPS BIBL CENTR SL-II-990
Autore	TIMMERMANS, A.C.
Titolo	The impact of student composition on schools’ value-added performance : a comparison of seven empirical studies. Parte componente di periodico
Descrizione fisica	pp. 487-498.
Nota generale	Estratto da: School Effectiveness and School Improvement 2015, 26, 3.
Riassunto	In many countries, policy makers struggle with the development of value-added indicators of school performance for educational accountability purposes and in particular with the choice whether school context measured in the form of student composition variables should be included. This study investigates differences between 7 empirical studies that have looked at changes in value-added indicators through the inclusion of school composition variables. Differences were found in the strength of the association between Type A (student-level covariates) and Type B (student- and school-level covariates) school effect models in various regions, varying between 0.74 and 0.99 for secondary education. Important differences were found between the estimate of a school’s effectiveness by using a Type A or a Type B value-added model in secondary education in The Netherlands, Belgium, Chile, and Australia and in US and UK primary education. However, few differences were found in other cases.
Tipo di documento	RICERCA.
Soggetto	SCUOLA SECONDARIA.
	EDUCAZIONE.
	ISTRUZIONE.
	DIFFERENZA.
	POLITICA.
	ADOLESCENTI.
	FORMAZIONE.
	VALUTAZIONE.
	PAESI BASSI.
	BELGIO.
	CILE.
	AUSTRALIA.
	USA.
	REGNO UNITO.
Ambito	Psicologico
Ambito	Sociologico
Autore Secondario	THOMAS, S.M.
Titolo correlato	School Effectiveness and School Improvement 2015, 26, 3.
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=103708975&lang=it&site=ehost-live

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The impact of student composition on schools’ value-added performance : a comparison of seven empirical studies.