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School Effectiveness in China

An Exploratory Study

by Pai Peng (Author)
©2014 Thesis XXXII, 221 Pages

Summary

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.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author(s)/editor(s)
  • About the book
  • This eBook can be cited
  • Acknowledgment
  • Summary
  • Background and Motivation
  • Major Research Questions
  • Knowledge Base of School Effectiveness
  • Chinese Basic Education
  • School Effectiveness Studies in China
  • Data and Methods
  • Study I: What Works in Chinese Schools?
  • Study II: Test Score or Student Progress?
  • Study III: Value-added School Effectiveness and Its Inter-temporal Instability
  • Conclusions and Practical Implications
  • Table of Contents
  • List of Tables
  • List of Figures
  • List of Abbreviations
  • 1. Introduction
  • 1.1 Background and Motivation
  • 1.1.1 Academic motivations
  • 1.1.2 Practical considerations
  • 1.2 Research Questions
  • 1.3 Structure of Dissertation
  • References
  • 2. School Effectiveness: Knowledge Base
  • 2.1 What is School Effectiveness?
  • 2.1.1 Effectiveness
  • 2.1.2 School effectiveness
  • 2.1.3 Other related concepts
  • School effectiveness and school effects
  • School effectiveness and school quality
  • School, teacher and educational effectiveness
  • 2.1.4 Criteria of school effectiveness
  • 2.2 Theoretical Models of School Effectiveness
  • 2.2.1 Economic theories of school effectiveness (EPF)
  • 2.2.2 Organizational theories of school effectiveness
  • 2.2.3 Learning/teaching theories of school effectiveness
  • 2.3 School Effectiveness Research
  • 2.3.1 Major tasks of school effectiveness research
  • 2.3.2 A brief history of school effectiveness research
  • Early development
  • 2.4 Studies on Effective Factors
  • Prosperity in the later 1980s and 1990s
  • Recent progress
  • 2.4.1 Taxonomy as the beginning of theory building
  • 2.4.2 Effective factors in developing countries
  • References
  • 3. Chinese Basic Education: A Brief Introduction
  • 3.1 Structural Background
  • 3.1.1 Basic structure of the education system
  • 3.1.2 Framework of the educational governance
  • 3.1.3 Expressions of education goals
  • 3.1.4 Stduent assessment and school evaluation
  • 3.2 Development and Disparities of Education
  • 3.2.1 Increasing enrolment rate and public financial support
  • 3.2.2 Large disparities across regions and areas
  • 3.3 Traditions and Current Features of Learning and Schooling
  • 3.3.1 Great respect for teachers and teacher-centered teaching
  • 3.3.2 Emphasis on education and increasing family support
  • 3.3.3 Teaching to the test and long hours to study
  • 3.3.4 Large class size and school size
  • 3.3.5 Important role of class directors and teaching research groups
  • 3.4 Recent Policies in Basic Education
  • 3.4.1 Balanced development of compulsory education
  • 3.4.2 Curriculum reform in basic education
  • 3.4.3 Assurance of rural migrant children of education in urban schools
  • References
  • 4. School Effectiveness Studies in China: A Literature Review
  • 4.1 Lack of Empirical Studies
  • 4.2 Studies on Value-added Evaluation of School Effectiveness
  • 4.3 Studies on Effective Factors
  • 4.3.1 School resource factors (educational production functions)
  • 4.3.2 School/class process factors
  • 4.3.3 Effective factors for other student outcomes
  • 4.4 Other Studies on School Effectiveness
  • 4.5 Filling the Gap
  • References
  • 5. Methodology
  • 5.1 An Overview of the Research Questions
  • 5.2 Research Design
  • 5.3 Data Collection
  • 5.3.1 Hongshan Education Authority
  • 5.3.2 Schools in the Hongshan Education Authority
  • 5.3.3 Data source and collection
  • Student achievement: administrative data
  • Student background and classroom processes: student survey
  • School resources: statistical yearbook
  • 1.1.3 Missing data
  • 5.4 Variables and Instruments
  • 5.4.1 Student test scores
  • 5.4.2 Student family background
  • 5.4.3 Classroom processes
  • 5.4.4 School resource variables
  • 5.4.5 Correlations of predictors with HSEE total score
  • 5.5 Analytical Methods
  • 5.5.1 Multi-level models
  • 5.5.2 Intra-class correlation
  • 5.5.3 Explained variance
  • 5.5.4 Random intercept and random slope
  • References
  • 6. STUDY I: What Works in Chinese Schools?
  • 6.1 Background
  • 6.2 Research Questions
  • 6.3 Methods
  • 6.3.1 Data
  • Dependent variables
  • Predictors
  • 6.3.2 Empirical Models
  • 6.4 Results
  • 6.4.1 Size of school and class effects
  • 6.4.2 Explained variance by student intake characteristics
  • 6.4.3 Important school inputs and class processes
  • 6.4.4 Differential school effects
  • 6.5 Conclusions and Discussions
  • 6.5.1 Summary of conclusions
  • 6.5.2 Large class effects
  • 6.5.3 The strong explanatory power of student intake characteristics
  • 6.5.4 The effects of material and human resource inputs
  • 6.5.5 The strong evidence of positive classroom processes
  • 6.5.6 Differential school effects by prior achievement
  • References
  • 7. STUDY II: Test Score or Student Progress?
  • 7.1 Background
  • 7.2 Research Questions
  • 7.3 Methodology
  • 7.3.1 Sample and Data
  • Dependent variable: HSEE score
  • Predictors: student baseline achievement
  • Predictors: student background variables
  • Predictors: school-level variables
  • Teacher attitudes
  • 7.3.2 Methods
  • 7.4 Findings
  • 7.4.1 Size of school effects: raw and value-added
  • 7.4.2 Difference between test score and value-added
  • 7.4.3 Consistency of test-score and value-added
  • 7.4.4 Teachers’ attitude towards value-added
  • 7.5 Conclusions and Implications
  • References
  • 8. STUDY III: Value-added School Effectiveness and its Instability
  • 8.1 Introduction
  • 8.2 Research Questions
  • 8.3 Various Editions of Value-added Measures
  • 8.3.1 Various models
  • Linear regression value-added models (LS models)
  • Fixed-effects value-added models (FE models)
  • Random-effects or multi-level value-added models (RE models)
  • 8.3.2 Different specifications
  • Progress-only specification (PO)
  • Type-A specification (A)
  • Type-B specification (B)
  • 8.4 Two Types of Stability
  • 8.4.1 Cohort-to-cohort stability
  • 8.4.2 Year-to-year stability
  • 8.5 Methodology
  • 8.5.1 Data source
  • 8.5.2 Summary statistics of variables
  • 8.5.3 Analytical methods
  • 8.6 Results
  • 8.6.1 Parameter estimates
  • 8.6.2 Consistency of value-added across models
  • 8.6.3 Stability of estimates across years
  • 8.7 Conclusion and Discussion
  • 8.7.1 Summary of conclusions
  • 8.7.2 Discussion
  • References
  • 9. Summary and Discussions
  • 9.1 Summary of Findings
  • 9.2 Practical Implications
  • 9.2.1 Negative effects of internal sorting related to large class effects
  • 9.2.2 Risk of boys, older and low-SES students in learning
  • 9.2.3 Special attention to teacher, rather than material inputs
  • 9.2.4 Differential effectiveness in English classes
  • 9.2.5 Focus on schools promoting both effectiveness and equality
  • 9.2.6 Value-added should be used with caution
  • 9.3 Limitations and Future Research Plans
  • 9.3.1 Index construction of classroom processes
  • 9.3.2 Lack of descriptions of school characteristics
  • 9.3.3 No non-cognitive outcomes measured
  • 9.3.4 About the generalization of the conclusions
  • 9.3.5 Other considerations in future study plans
  • Appendix I
  • Appendix II
  • Appendix III
  • Appendix IV

| XXVII →

List of Tables

Details

Pages
XXXII, 221
Year
2014
ISBN (PDF)
9783653038606
ISBN (ePUB)
9783653990980
ISBN (MOBI)
9783653990973
ISBN (Hardcover)
9783631648582
DOI
10.3726/978-3-653-03860-6
Language
English
Publication date
2014 (May)
Keywords
Schuleffektivität Schulressourcen Evaluation Schulevaluation
Published
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2014. XXXII, 221 pp., 62 tables, 28 graphs

Biographical notes

Pai Peng (Author)

Pai Peng earned his Bachelor of Administration and Master of Education (Education Economics) from Huazhong Normal University (China). He gained his PhD in Education from the University of Frankfurt/Main (Germany). He was a research associate in German Institute for International Educational Research (DIPF) and currently works as a lecturer at the School of Education at Huazhong University of Science and Technology (China).

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