ArticleJournal of educational and behavioral statistics : a quarterly publication sponsored by the American Educational Research Association and the American Statistical Association2024
Mixed-Effects Location Scale Models for Joint Modeling School Value-Added Effects on the Mean and Variance of Student Achievement.
Article in Journal of educational and behavioral statistics : a quarterly publication sponsored by the American Educational Research Association and the American Statistical Association, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Fast Estimation and Valid Statistical Inference for Mixed-Effect Location-Scale Models Using Variational Inference.Statistics in medicine · 2026Article
- Assessing the impact of variance heterogeneity and misspecification in mixed-effects location-scale models.BMC medical research methodology · 2026Article
- A review and evaluation of secondary school accountability in England: Statistical strengths, weaknesses and challenges for 'Progress 8' raised by COVID-19.Review of education (British Educational Research Association) · 2021Review
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4 authors.
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Abstract
School value-added models are widely applied to study, monitor, and hold schools to account for school differences in student learning. The traditional model is a mixed-effects linear regression of student current achievement on student prior achievement, background characteristics, and a school random intercept effect. The latter is referred to as the school value-added score and measures the mean student covariate-adjusted achievement in each school. In this article, we argue that further insights may be gained by additionally studying the variance in this quantity in each school. These include the ability to identify both individual schools and school types that exhibit unusually high or low variability in student achievement, even after accounting for differences in student intakes. We explore and illustrate how this can be done via fitting mixed-effects location scale versions of the traditional school value-added model. We discuss the implications of our work for research and school accountability systems.
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