Publication details for Prof Peter TymmsLuyten, H., Tymms, P. & Jones, P. (2009). Assessing school effects without controlling for prior achievement? School Effectiveness and School Improvement 20(2): 145-165.
- Publication type: Journal papers: academic
- ISSN/ISBN: 0924-3453 (print), 1744-5124 (online)
- DOI: 10.1080/09243450902879779
- Keywords: school effectiveness; regression discontinuity; multilevel analysis; primary education; PIPS
- View online: Online version
- Durham research online: DRO record
Author(s) from Durham
The research findings presented in this paper illustrate how the “value added” of schooling can be assessed empirically using cross-sectional data. Application of the regression-discontinuity approach within a multilevel framework produces both an estimate of the absolute effect of 1 year schooling and an estimate of the variation across schools of this effect. In the study reported here, the approach was applied to both a cross-sectional and a longitudinal dataset. The research findings indicate to what extent different results are produced when cross-sectional as opposed to longitudinal data are analysed.