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School of Education

Staff Profile

Publication details for Prof Peter Tymms

Luyten, H., Tymms, P. & Jones, P. (2009). Assessing school effects without controlling for prior achievement? School Effectiveness and School Improvement 20(2): 145-165.

Author(s) from Durham

Abstract

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.