English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

Education systems around the world increasingly rely on school value-addedmodels to hold schools to account. These models typically focus on a limitednumber of academic outcomes, failing to recognise the broader range ofnon-academic student outcomes, attitudes and behaviours to which schoolscontribute. We explore how the traditional multilevel modelling approach toschool value-added models can be extended to simultaneously analyse multipleacademic and non-academic outcomes and thereby can potentially provide a morerounded approach to using student data to inform school accountability. Wejointly model student attainment, absence and exclusion data for schools inEngland. We find different results across the three outcomes, in terms of thesize and consistency of school effects, and the importance of adjusting forstudent and school characteristics. The results suggest the three outcomes arecapturing fundamentally distinct aspects of school performance, recommendingthe consideration of non-academic outcomes in systems of school accountability.

School value-added models for multivariate academic and non-academic  outcomes: A more rounded approach to using student data to inform school  accountability