Measuring Improvements in Learning Outcomes

Best Practices to Assess the Value-Added of Schools

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Value-added estimates are a significant improvement upon measures of school performance currently used in most education systems across OECD countries. They provide a fundamentally more accurate and valuable quantitative basis for school improvement planning, policy development and for enacting effective school accountability arrangements. This groundbreaking report provides examples of best practices in value-added modeling for measuring school performance.

English Also available in: Slovenian, Spanish

Objectives and Use of Value-Added Modelling

Centre for Educational Research and Innovation

The current focus upon school performance in many countries is driven by questions about the effectiveness of investments in schooling, coupled with widespread concerns about national economic competitiveness. Given the central role of human capital in the modern economy (Friedman, 2005; OECD, 1994, 1996, 2001), a nation’s schools are seen as a potential source of competitive advantage. A related worry is that the existence of substantial levels of heterogeneity in school performance together with meaningful differences in education outcomes for recognisable subgroups in the population can lead to societal strains and create economic inefficiencies, (OECD, 2008; Lucas, 1988; Romer, 1994). To properly address these issues methods for accurately measuring school performance are required to effectively evaluate investments in schools, identify best practices and to highlight areas where improvements need to be made. Such a system should adequately convey this information to illustrate how such improvements can be made to enhance the performance of all schools.

English Also available in: Spanish

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