@article{2baf1c8f88344ab5b669aa642c7f5d4c,
title = "Assessing school effects without controlling for prior achievement?",
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.",
keywords = "School effectiveness, Regression discontinuity, Multilevel analysis, Primary education, PIPS",
author = "Hans Luyten and Peter Tymms and Paul Jones",
year = "2009",
doi = "10.1080/09243450902879779",
language = "English",
volume = "20",
pages = "145--166",
journal = "School effectiveness and school improvement",
issn = "0924-3453",
publisher = "Taylor & Francis",
number = "2",
}