Value added based on educational positions in Dutch secondary education

Timmermans, Anneke; Bosker, Roel; Wolf, Inge F. de; Doolaard, Simone; Werf, Greetje van der

doi:10.1002/berj.3126

Cited by 8 publications

(6 citation statements)

References 47 publications

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“…These are often studied in relation to student SES or students' cognitive abilities. schools with different educational offerings are Opdenakker and Van Damme (2006a) and Timmermans et al (2014). 20 Example studies from the Netherlands paying attention to school composition are Driessen (2002) and Guldemond and Bosker (2009), and example studies from Belgium are work of Opdenakker (Opdenakker & Van Damme, 2001;Opdenakker, Van Damme, De Fraine, et al, 2002), De Fraine et al (2003, Agirdag et al (2012), and of Dumay and Dupriez (2008).…”

Section: Outcome Criteriamentioning

confidence: 99%

Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Topics and Findings

Opdenakker

2020

International Perspectives in Educational Effectiveness Research

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In their state-of-the-art review on educational effectiveness research (EER), Reynolds et al. (2014) mention that EER addresses two core, foundational questions, namely "What makes a 'good' school? and "How do we make more schools 'good '?" (p. 197). To answer these questions, all the factors within schools and the educational system that might affect learning outcomes of students in both their academic and social-emotional development are foci of EER. The ultimate goal is to understand existing practices, and to establish and test models and theories in order to explain why some schools, learning environments and teachers are more effective than others, and in what way they are more effective (Creemers, 2007).About three decades ago, these questions were picked up by a scholar from the Netherlands, namely Bert Creemers, who summarized around the mid-1980s the literature on educational research and, in particular, school effectiveness research done so far to support the creation of an outline for a new structure of secondary education in the Netherlands as well as to enhance the quality and effectiveness of Dutch education (Creemers, 1983;Creemers & Schaveling, 1985). A few years later, he started to collaborate and write papers with Jaap Scheerens, a Dutch scholar experienced in, among other things, educational evaluation and school organization research. At the end of the 1980s, a scholar from the Flemish-speaking part of Belgium (Flanders), namely Jan Van Damme, got triggered by the same questions too, and

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Section: Outcome Criteriamentioning

confidence: 99%

Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Topics and Findings

Opdenakker

2020

International Perspectives in Educational Effectiveness Research

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“…In Netherlands, ranking is done using value-added indicators [5]. Value-added indicators were developed to make a fair comparison of the performance across educational institutions.…”

Section: Introductionmentioning

confidence: 99%

Effects of Performance Ranking in Mathematics on Students’ and Teachers’ Identity Development

Njiru¹

2019

IJSEDU

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Student and teacher identities are generally considered to influence students' academic performance in Mathematics. The objective of the study reported in this paper was to investigate the effects of performance ranking in Mathematics on students' and teachers' identity development. The participants for the study were Mathematics teachers and students in secondary schools in Embu County in Kenya. A random sample of 1989 students and 101 teachers drawn from a population of 41925 students and 414 teachers participated in the study. The study adopted a mixed methods research design. Data were collected through one-on-one semi-structured interviews, focus group discussions and surveys. Chi-square test was used to test the hypothesis; performance ranking does not mediate Mathematics students' and teachers' identity development.The findings indicate that, performance ranking is a tool used by teachers and students in giving them feedback on their level of capabilities as Mathematics teachers and students. Secondly, performance ranking influence Mathematics teachers in furthering their studies in Mathematics-related courses, and students in aligning themselves to their preferred careers. Additionally, the study revealed that performance ranking is a motivation for students to work hard so as to have good relationships with their teachers as teachers are friendly to the students at the top of the rank. Similarly, the students identify themselves with peers of their abilities as far as Mathematics is concerned. The study recommends that the practice of performance ranking in Mathematics should continue and be used as a tool to identify the best Mathematics classes, students and teachers so as to act as a benchmark to encourage the rest to learn from.

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“…For each cohort the average level of the given track recommendations is calculated by applying the logic of the educational ladder (e.g. Bosker & Van der Velden, 1989; Timmermans et al, 2014). The score on the educational ladder increases by one point for each track level higher within the same grade.…”

Section: Methodsmentioning

confidence: 99%

Are track recommendations dependent on schools and school boards? A study of trends in the level of track recommendations, number of double recommendations and reconsiderations in Dutch urban and rural areas

Timmermans

Dijks

Warrens

2023

British Educational Res J

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Track recommendations provided to students in the final grade of primary education lead the allocation to specific school tracks in secondary education in the Netherlands. Where the results of a standardised test indicate that students are able to go to a higher track level, primary schools are required to reconsider and potentially adjust the track recommendation to a higher level. The current research aimed to (1) investigate trends in the level of track recommendations, double track recommendations and reconsiderations over the years 2014–2015 to 2018–2019, (2) explore the variation in (trends of) track recommendations between Dutch primary schools and their school boards, and (3) assess the association between track recommendations and the school level variables degree of urbanisation and type of primary education. We used multilevel growth curve modelling for continuous and count data based on publicly available school‐level population data regarding track recommendations and school leavers tests from 2014–2015 to 2018–2019. The number of double track recommendations has increased over the cohorts, with a slightly decreasing gap between schools in rural and urban areas. The number of reconsiderations first decreased and then increased. The differences in reconsiderations between rural and urban areas are increasing over time. An initial trend towards higher average recommendations stabilising in the later cohorts appeared with no clear pattern for degree of urbanisation. The current study adds to the existing knowledge by assessing longitudinal trends instead of cross‐sectional analyses and including multiple stakeholders and factors simultaneously.

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Value added based on educational positions in Dutch secondary education

Cited by 8 publications

References 47 publications

Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Topics and Findings

Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Topics and Findings

Effects of Performance Ranking in Mathematics on Students’ and Teachers’ Identity Development

Are track recommendations dependent on schools and school boards? A study of trends in the level of track recommendations, number of double recommendations and reconsiderations in Dutch urban and rural areas

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