Using different criteria to measure school effectiveness: Searching for criterion-consistency

• In Event: Reimagining School Effectiveness: Theories, Evidence, and Emerging Paradigms

Abstract

This paper refers to three ways of measuring the school effect by considering: a) student achievement-gains (i.e., quality dimension of effectiveness), b) achievement-gaps in terms of students’ socio-economic status (i.e., equity dimension), and c) impact of one extra year of schooling on achievement. Criterion consistency is examined by analysing data on student achievement in mathematics and background factors of all grades 4-6 students (n=5520) of 40 Cypriot primary schools. The school effectiveness status measured by considering the schooling effect was found to be related to the school effectiveness status measured by considering the quality and/or the equity dimensions. The importance of using multiple criteria to measure school effectiveness for formative reasons is discussed and suggestions for further research are provided.

Authors

• Leonidas Kyriakides, University of Cyprus

• Evi Charalambous, University of Cyprus

• Demos Michael, University of Cyprus

• Panayiotis Antoniou, University of Cyprus