Assessing school effects without controlling for prior achievement?

Hans Luyten, Peter Tymms, Paul Jones

    Research output: Contribution to journalArticleAcademicpeer-review

    16 Citations (Scopus)


    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.
    Original languageEnglish
    Pages (from-to)145-166
    JournalSchool effectiveness and school improvement
    Issue number2
    Publication statusPublished - 2009


    • School effectiveness
    • Regression discontinuity
    • Multilevel analysis
    • Primary education
    • PIPS

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