ABSTRACT

Increasing pupil mobility has led to widespread concern among parents, educators, and policymakers regarding its negative effects on academic performance. An important issue in examining mobility effects in longitudinal school achievement comparisons is providing accurate estimates. The presence of pupil mobility suggests that we should model pupils as belonging to the series of schools attended and not just their first or final school. We discuss several challenges in accounting for student mobility and, because of the presence of mobile pupils, how to represent the contribution of multiple schools attended on estimating academic growth properly. We then contrast several previous longitudinal multilevel models utilized with two cross-classified multiple membership (CCMM) models, which have been proposed to cumulate annual school effects on pupils’ academic growth better given the complexity of the multilevel data structure. We discuss our results in terms of their theoretical and practical implications for research on school academic improvement.

摘要

学生流动性的增加已引起家长、教育工作者和政策制定者的广泛关注，即其对学业成绩的负面影响。在纵向学校成绩比较中检查流动性影响的一个重要问题是提供准确的估计。学生流动性的存在表明我们应该将学生建模为属于所就读的学校系列，而不仅仅是他们的第一所或最后一所学校。我们讨论了考虑学生流动性的几个挑战，以及由于流动学生的存在，如何代表多所学校对正确估计学业增长的贡献。然后，我们将之前的几个纵向多层次模型与两个交叉分类多成员（CCMM）模型进行对比，考虑到多级数据结构的复杂性，已提议更好地累积年度学校对学生学业成长的影响。我们讨论了我们的结果对学校学业改进研究的理论和实践意义。