Comparación de modelos de ganancia y crecimiento en rendimiento y sus efectos en las estimaciones del valor añadido de las escuelas

Abstract

Change in academic achievement can be measured in two different ways, in the form of gain or growth. Gain is calculated using only two student performance scores (pretest-postest), while estimating growth requires more than two measures of educational attainment. This paper aims to verify how the use of measures of profit or growth affects the results of the evaluations. The sample consisted of a cohort of primary school students (893) grouped in 55 classrooms of different schools of the north of Spain, who were evaluated the mathematical competence by means of a standardized test at the end of the 4th, 5th and 6th grades. Three gain models (gross, residual and estimated), a fully nested growth model, and a status model with a single performance measure were estimated, the scores associated with the classrooms were calculated with each of the models and the outputs were correlated using parametric and non-parametric analysis. The results show high correlation between models with two and three scores, however very different results with the model that only uses a single performance score were found.