Criterion consistency in school effectiveness
Comparing the schooling effect on final achievement, the quality, and the equity dimensions
Bibliographic Data
| ID | 22417201 |
|---|---|
| Authors | Leonidas Kyriakides (0000-0002-7859-5126, University of Cyprus, corresponding author), Evi Charalambous (0000-0001-6492-8500, European University Cyprus), Demos Michael (0000-0003-0525-0159, University of Cyprus) |
| Year | 2026 |
| Volume | 37 |
| Issue | 2 |
| Pages | 175-195 |
| Publication date | 2026-04-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | School Effectiveness and School Improvement (JOURNAL) |
| Journal identifiers | ISSN: 0924-3453 • E-ISSN: 1744-5124 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09243453.2026.2654518 |
| OpenAlex | W7154712516 |
| Language | EN |
| References cited | 34 |
This paper refers to three different ways that are used to measure school effectiveness. Specifically, it refers to school effect by considering a) student achievement-gains (i.e., the quality dimension of effectiveness), b) achievement-gap in terms of students’ socioeconomic status (i.e., the equity dimension), and c) the impact of one extra year of schooling on final achievement. Criterion consistency is examined by analysing data on mathematics achievement of all Grade 4-6 students (n = 5520) in 40 Cypriot schools at the beginning and at the end of the school year. Student background factors were also measured. The school effectiveness status which was measured by considering the schooling effect was found to be related to the school effectiveness status measured by considering the quality and/or the equity dimension of effectiveness. The importance of using multiple criteria to measure school effectiveness for formative reasons is discussed. Implications for research, policy and practice are drawn.
Academic achievement · Research methodology · Early Childhood Education and Development · Educational Assessment and Improvement · School Choice and Performance
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| Highly cited | No |
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