Skip to content

Value-added indicators for a fairer Chilean school accountability system: A pending subject

Research output: Contribution to journalArticle

Original languageEnglish
Number of pages22
JournalJournal of Education Policy
Early online date15 May 2019
DOIs
DateAccepted/In press - 18 Mar 2019
DateE-pub ahead of print (current) - 15 May 2019

Abstract

Although schools’ relative contribution to pupils’ progress is increasingly used in accountability systems around the world (OECD, 2013), momentum for value-added models (VAM) has not been reached in Chile. This small-scale study explores qualitatively the policy context in which this omission takes place, by analyzing policy documents and interviewing local policymakers and researchers about their views on VAM. These agents and official documents not only point to political, methodological and pragmatic reasons for and against value-added indicators, but also highlighted ethical and legal reasons pro (but not against) VAM. Overall, the most prominent reason for including VAM into the new accountability system was the ethical consideration. The notion that a fairer indicator could make justice, especially for those schools working in disadvantaged contexts, was a recurrent idea. In contrast, the most recurrent reasons against VAM were methodological. Whilst research on VAM for the Chilean school system has been conducted over the last decade, it has impacted very little the policy arena. Given that the creation of frameworks for assessing value-added indicators takes time, needs policy and research support and needs to consider potential unintended consequences, the road towards including them into the Chilean school accountability system is just starting.

    Research areas

  • Value-added, value-added models, Chilean educational system, school accountability, Chilean school system

Documents

Documents

  • Full-text PDF (accepted author manuscript)

    Rights statement: This is the accepted author manuscript (AAM). The final published version (version of record) is available online via Taylor & Francis at https://doi.org/10.1080/02680939.2019.1598584 . Please refer to any applicable terms of use of the publisher.

    Accepted author manuscript, 464 KB, PDF document

    Embargo ends: 15/11/20

    Request copy

    Licence: Other

DOI

View research connections

Related faculties, schools or groups