000			01569naa a2200169uu 4500
001			6012417573217
003			OSt
005			20190211160606.0
008			060124s2006 xx ||||gr |0|| 0 eng d
100	1		_aWILSON, Debora _923143
245	1	0	_aWhich Ranking? : _bthe impact of a 'Value-Added' measure of secondary school performance
260			_aOxford : _bBlackwell Publishing, _cJanuary 2004
520	3		_aThis article analyses the impact of a value-added performance indicator (PI) on the rankings of secondary schools in the English league tables. School rankings are seen to be very sensitive to the type of PI employed, and the new value-added PI is likely to result in significant movements up and down the rankings. There is still scope for schools to try and game the system in order to improve their league table position. Value-added PIs reduce the incentives for schools to select their pupils, but the version currently employed in England may create an incentive for schools to distort effort away from those pupils at the top end of the distribution. The value-added PI is shown to provide a more accurate measure of school performance. However, in order for parents to be effective drivers for improvement in the education market, it may also be necessary for the government to measure the impact of differential value-added across different student types
773	0	8	_tPublic Money & Management _g24, 1, p. 37-46 _dOxford : Blackwell Publishing, January 2004 _xISSN 0954-0962 _w
942			_cS
998			_a20060124 _b1757^b _cAnaluiza
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c14688 _d14688
041			_aeng