Commercial School Contests and Value-added Measures of Schools Quality

Igor Hebda

DOI: http://dx.doi.org/10.12775/PBE.2015.039

Abstract


The paper presents an analysis of correlations between the level of participation in commercial school tests and value added measures of school effectiveness. The study can be useful for
the evaluation of extracurricular school activities (ESAs) and their impact on the growth of students’ skills. The paper is also an attempt at answering the question of the significance of
the after-school education in the form of contests to increase students’ knowledge. The article thesis is the following statement: participation of students in extracurricular commercial school contests is positively correlated with the quality of schools measured by value-added educational indicators. The analysis includes 1280 middle schools from Poland, which took part in the commercial school contests between 2011 and 2013, and the level of participation in those tests with the three-year value-added indicators for the same period was compared.

Keywords


extracurricular school contests, value-added measures of schools quality, tests, ESA, teacher

Full Text:

PDF (Polish)

References


Anderson C. S. (1982), The Search for School Climate: A Review of the Research, “Review of Educational Research”, 52(3), 368–420.

Dolata R., Hawrot A., Humenny G., Jasińska A., Koniewski M., Majkut P. i Żółtak T. (2013),

Trafność metody edukacyjnej wartości dodanej dla gimnazjów, Instytut Badań Edukacyjnych, Warszawa.

Dolata R., Jakubowski, M., Pokropek A., Rappe A. i Stożek, E. (2007), Edukacyjna wartość dodana jako metoda oceny efektywności nauczania na podstawie wyników egzaminów zewnętrznych, Centralna Komisja Egzaminacyjna, Warszawa.

Dziemianowicz-Bąk A. (2010), Interesy konstytuujące nauczanie, [w:] M. Sysko (red.), Komercjalizacja

edukacji. Konsekwencje i nowe zagrożenia, Ośrodek Myśli Społecznej im. F. Lassalle’a, Wrocław–Warszawa.

Freiberg H. J. (ed.). (1999), School climate: Measuring, improving and sustaining healthy

learning environments, Psychology Press.

Glewwe P. i Kremer M. (2006), Schools, teachers, and education outcomes in developing countries, [w:] E. Hanushek i F. Welch (eds.), Handbook of the economics of education, Vol. 2.

Greenwald R., Hedges, L. V. i Laine, R. D. (1994), An Exchange: Part I: Does Money Matter? A Meta-Analysis of Studies of the Effects of Differential School Inputs on Student Outcomes, “Educational Researcher”, 23(3), 5–14.

Greenwald R., Hedges L. V. i Laine R. D. (1996), The Effect of School Resources on Student Achievement, “Review of Educational Research”, 66(3), 361–396.

Hanushek E. A. (1986), The economics of schooling: Production and efficiency in public schools, “Journal of Economic Literature”, 24(3), 1141–1177.

Hanushek E. A. (1989), The impact of differential expenditures on school performance, “Educational Researcher”, 18(4), 45–51.

Hanushek E. A. (1996), A more complete picture of school resource policies, “Review of Educational Research”, 66(3), 397–409.

Hanushek E. A. (1997), Assessing the Effects of School Resources on Student Performance: An Update, “Educational Evaluation and Policy Analysis”, 19(2), 141–164.

Hanushek E. A. (2011), The economic value of higher teacher quality, “Economics of Education

Review”, 30(3), 466–479.

Hanushek E. i Rivkin S. G. (2006), Teacher quality, [w:] E. Hanushek, F. Welch (eds.), Handbook

of the economics of education, Vol. 2.

Jakubowski M. (2007), Wpływ czynników ekonomicznych na wyniki egzaminów zewnętrznych,

Biuletyn Badawczy „Egzamin”, 11/2007, 24–51.

Jakubowski M., Pokropek A. (2009), Badając egzaminy. Podejście ilościowe w badaniach edukacyjnych, Centralna Komisja Egzaminacyjna, Warszawa.

Kłobuszewska M. (2014), Determinanty prywatnych wydatków edukacyjnych w Polsce – wyniki badania eksploracyjnego, „Edukacja”, 1(126), 53–65.

Krueger A. B. i Whitmore D. M. (2001), The effect of attending a small class in the early grades on college test taking and middle school test results: Evidence from Project STAR, “The Economic Journal”, 111(468), 1–28.

Lee V. E., Bryk A. S. (1989), A Multilevel Model of the Social Distribution of High School Achievement. “Sociology of Education”, 62(3), 172–192.

Liskowska J. i Liskowski M. (2011), Matematyka w polskiej szkole u progu nowego stulecia, „Roczniki Polskiego Towarzystwa Matematycznego”, seria 2: „Wiadomości Matematyczne”, 47(1), 55–72.

McCaffrey D. F. Lockwood J. R., Hamilton L. S. (2003), Evaluating Models for Teacher Accountability, Santa Monica, CA: RAND Corporation.

Rokicka M., Sztanderska U. (2013), Cechy społeczno-ekonomiczne rodziny a ponoszenie wydatków

na prywatne dobra i usługi edukacyjne, „Edukacja”, 1(121), 7–23.

Staiger D. O., Rockoff, J. E. (2010), Searching for Effective Teachers with Imperfect Information,

“The Journal of Economic Perspectives”, 24(3), 97–117.

Stożek E. (2009), „Z EWD wśród samorządowców. Badania Międzynarodowe I Wzory Zagraniczne

W Diagnostyce Edukacyjnej”, XV Konferencja Diagnostyki Edukacyjnej, Kielce, 171–179.






Partnerzy platformy czasopism