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School Effectiveness in China

An Exploratory Study

Pai Peng

This book is a valuable attempt to address the issue of school effectiveness in mainland China. The author applies multi-level modeling and longitudinal student achievement and survey data to evaluate school effectiveness. In the first study, the author analyzes the effects of school resources and classroom processes on student achievement. He also investigates the size of school effects, and the differential school effects for different groups of students. The other two empirical studies focus on the value-added evaluation of academic performance in schools, including consistency, stability and robustness of value-added results. The author also discusses the policy implications of these empirical findings in the Chinese school system.
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9. Summary and Discussions

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This chapter summarizes the major findings of the empirical analyses presented in the previous three chapters. It is also concerned with the practical implications of these research findings in China. After that, I present some limitations of the studies with respect to the research design, instruments and data collection. Together, this chapter finishes by considering some important research questions that need to be addressed by future research.

9.1 Summary of Findings

In the empirical analysis based on multi-level models, chapter 6 addressed a substantive question in school effectiveness research: what works in Chinese schools? Firstly, the variation of student achievement in the High School Entrance Examination (HSEE) was decomposed at the school, class and student levels to examine the size of school and class effects. Then I analyzed the effects of family background, school resources and classroom educational processes on student academic achievement in the HSEE. I also addressed the question: are some schools differentially effective in promoting student progress for different groups of students? Chapter 7 turned to compare two measures of school effectiveness: HSEE test score and value-added. I checked the extent to which both measures are different at first. Then the consistency of both measures across different subject areas was investigated. I also examined the teachers’ attitude towards the test score and the value-added measures of their educational quality. In Chapter 8, I firstly compared the value-added effectiveness of schools from different types of value-added models to see if they are...

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