High Stakes State-Wide Testing of the Learning Environment Outcomes: The Case of Numeracy
Faculty of Education and Arts
School of Education / Fogarty Learning Centre
This study investigated the differences between two competing regression methods (single-level Means-on-Means regression and Multilevel Modelling) used to pro¬duce value-added performance-indicator information for the monitoring of school effectiveness. Data from 24 government secondary schools with a total of 2862 students in 132 Year 8 classes in Western Australia were used. The dependent variable was a Rasch-created linear measure of Year 8 Numeracy. The five inde¬pendent variables were: (1) a Rasch-created, linear measure of Year 7 Numeracy; (2) gender; (3) ethnic group (Aboriginal and Torres Strait Islander, or non-Aboriginal and Torres Strait Islander status); (4) language background (English or other than English); and the school-level variable (5) school socioeconomic status. The findings of this study suggest that residual-based performance indicators calculated using the Multilevel model are more accurate and fair than those pro¬duced using the single-level Means-on-Means regression model, and would enable both schools and teachers to report on accountability and investigate a greater range of school effectiveness issues with more confidence.