This study examines, in an exploratory manner, multilevel models that better predict school effects on adding value to their students regarding their English reading ability from Secondary One to Secondary Six. The data was collected from 3,993 students within 66 secondary schools in Hong Kong. When entering Secondary One, they were tested on their English reading ability, and again at Secondary Six. A range of value-added models are fitted, including 6 explanatory variables in varied ways. The comparison across these models suggests that student individual scores at intake is the most powerful predicator of the value added. The intake aptitude test scores, aggregated to school level, make no more difference than student gender. Student band counts the most, well above student gender and school gender, school band the least. Specific findings on value-added across the schools are plotted thus providing distinctive graphic information. Presumably this study will produce some insights for stakeholders to find out reasons behind the value-added patterns. Copyright © 2013 The Comparative Education Society of Hong Kong.
|Publication status||Published - Feb 2013|