Look Beyond the Mean: Reevaluate School Success Using a Mixed-Effect Location Scale Modeling

• In Event: AERA Poster Session 4
  In Poster Session: Division D Section 2 Poster Session 1

Abstract

The purpose of this study is to reconsider how to evaluate schools’ success beyond the mean level using a mixed effect location scale model (MELSM). Given that growth in academic achievement is a key component in school accountability models, it is important to consider not only how much a school gains, but also whether improvements in school means are associated with increasing or decreasing heterogeneity in scores. A MELSM approach permits the simultaneous estimation of mean school achievement, within-school variance in achievement, and their correlation. An illustrative example using a sample of fifth graders’ Massachusetts Comprehensive Assessment System (MCAS) mathematics scores is provided. The importance of findings is discussed and the usefulness of MELSM in educational research is highlighted.

Authors

• Rui Jiang, University of California - Davis

• Megan E. Welsh, University of California - Davis

• Philippe Rast, University of California - Davis