The validity, interpretation and use of school value-added measures

摘要: This thesis examines the validity of school value-added measures and arguments for their interpretation use. The opening chapters review development value added measures, existing evidence on properties current use in research, policy practice. The empirical results are based four studies using English National Pupil Database data a large, nationally-representative dataset teacher-assessed attainment pupils aged from 7 to 13. findings all relate seriousness number threats validity. examine following issues: observable bias error, inter-method reliability when compared estimates quasi-experimental regression discontinuity design, stability scores specific cohorts over time, consistency within between different at single point time. The closing discuss general relation areas identified. Individually collectively, advance understanding numerous have substantial implications value-added measures practice.