Abstract
AbstractA regression procedure is described which permits the identification and testing for significance of the contribution of individual school influence to explained variance in achievement growth. The procedure involves comparing results of (a) a regression of individual student achievement scores on previous achievement and aptitude scores and (b) a similar regression adding school attended as a categorical predictor variable. Application of the procedure is illustrated using cohort samples of 1,255 and 1,307 students from four middle schools in a medium-sized district. Results indicate that the proposed methodology offers school administrators an empirical base for identifying differential school influence even among small numbers of schools.
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