Publication

Value added based on educational positions in Dutch secondary education

Timmermans, A. C., Bosker, R. J., de Wolf, I. F., Doolaard, S. & van der Werf, M. P. C., Dec-2014, In : British Educational Research Journal. 40, 6, p. 1057-1082 26 p.

Research output: Contribution to journalArticleAcademicpeer-review

APA

Timmermans, A. C., Bosker, R. J., de Wolf, I. F., Doolaard, S., & van der Werf, M. P. C. (2014). Value added based on educational positions in Dutch secondary education. British Educational Research Journal, 40(6), 1057-1082. https://doi.org/10.1002/berj.3126

Author

Timmermans, Anneke C. ; Bosker, Roel J. ; de Wolf, Inge F. ; Doolaard, Simone ; van der Werf, Margaretha P. C. / Value added based on educational positions in Dutch secondary education. In: British Educational Research Journal. 2014 ; Vol. 40, No. 6. pp. 1057-1082.

Harvard

Timmermans, AC, Bosker, RJ, de Wolf, IF, Doolaard, S & van der Werf, MPC 2014, 'Value added based on educational positions in Dutch secondary education', British Educational Research Journal, vol. 40, no. 6, pp. 1057-1082. https://doi.org/10.1002/berj.3126

Standard

Value added based on educational positions in Dutch secondary education. / Timmermans, Anneke C.; Bosker, Roel J.; de Wolf, Inge F.; Doolaard, Simone; van der Werf, Margaretha P. C.

In: British Educational Research Journal, Vol. 40, No. 6, 12.2014, p. 1057-1082.

Research output: Contribution to journalArticleAcademicpeer-review

Vancouver

Timmermans AC, Bosker RJ, de Wolf IF, Doolaard S, van der Werf MPC. Value added based on educational positions in Dutch secondary education. British Educational Research Journal. 2014 Dec;40(6):1057-1082. https://doi.org/10.1002/berj.3126


BibTeX

@article{a6f20b320164431fa7662e47b52c7e4f,
title = "Value added based on educational positions in Dutch secondary education",
abstract = "Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities of using scores for educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) The societal significance of educational position as output measure, (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks. And (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL’99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio-economic status and prior achievement. The phenomena of differential school effects for socio-economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling.",
author = "Timmermans, {Anneke C.} and Bosker, {Roel J.} and {de Wolf}, {Inge F.} and Simone Doolaard and {van der Werf}, {Margaretha P. C.}",
year = "2014",
month = "12",
doi = "10.1002/berj.3126",
language = "English",
volume = "40",
pages = "1057--1082",
journal = "British Educational Research Journal",
issn = "0141-1926",
publisher = "Wiley",
number = "6",

}

RIS

TY - JOUR

T1 - Value added based on educational positions in Dutch secondary education

AU - Timmermans, Anneke C.

AU - Bosker, Roel J.

AU - de Wolf, Inge F.

AU - Doolaard, Simone

AU - van der Werf, Margaretha P. C.

PY - 2014/12

Y1 - 2014/12

N2 - Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities of using scores for educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) The societal significance of educational position as output measure, (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks. And (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL’99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio-economic status and prior achievement. The phenomena of differential school effects for socio-economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling.

AB - Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities of using scores for educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) The societal significance of educational position as output measure, (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks. And (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL’99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio-economic status and prior achievement. The phenomena of differential school effects for socio-economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling.

U2 - 10.1002/berj.3126

DO - 10.1002/berj.3126

M3 - Article

VL - 40

SP - 1057

EP - 1082

JO - British Educational Research Journal

JF - British Educational Research Journal

SN - 0141-1926

IS - 6

ER -

ID: 13748121