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School value-added models are widely applied to study, monitor, and holdschools to account for school differences in student learning. The traditionalmodel is a mixed-effects linear regression of student current achievement onstudent prior achievement, background characteristics, and a school randomintercept effect. The latter is referred to as the school value-added score andmeasures the mean student covariate-adjusted achievement in each school. Inthis article, we argue that further insights may be gained by additionallystudying the variance in this quantity in each school. These include theability to identify both individual schools and school types that exhibitunusually high or low variability in student achievement, even after accountingfor differences in student intakes. We explore and illustrate how this can bedone via fitting mixed-effects location scale versions of the traditionalschool value-added model. We discuss the implications of our work for researchand school accountability systems.

Mixed-effects location scale models for joint modelling school value-added effects on the mean and variance of student achievement