Estimating Differences in the Examination Performances of Secondary Schools in Six LEAs: A Multi-level Approach to School Effectiveness.

摘要: Abstract Examination results for fifth‐year pupils in six different local education authorities are analysed with a view to establishing what differences their performance can be assigned the schools they attend. Using multi‐level models it is shown that, whilst general between relatively small, actual size examination points certainly not trivial. These estimated each LEA. Distinctions drawn explanatory based on information about pupils’ background as opposed prior attainment; latter more appropriate comparisons schools. Amongst 11 data sets there was little evidence that were differentially effective groups of pupils.