This paper examines a number of issues relevant to the modelling of value-added for GCSE A/AS Level students in English schools and colleges. It also examines how student age, gender, and institution type(s) attended had an impact on progress.

This paper examines a number of issues relevant to the modelling of value-added for GCSE A/AS Level students in English schools and colleges. A number of points are dicussed, including: the technical points involved; the possibiltities of estimating value-added measure for these institutions; and the potential applications for these results by schools and colleges advancing their effectiveness and improvement work. The report also examines how student age, gender, and institution type(s) attended had an impact on progress.

The dataset
the relationship bewteen GCE A Level and GCSE scores
student level influences
institutional influences on Value Added
stability of the model
school and college improvement
residual analysis by GCSE group
confidence intervals
a theoetical comparison of multilevel and OLS residual estimates
conclusion and summaries.