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The objective of this report is to describe the process and summarize the results from the pilot implementation of statistical models for measuring the value-added of Bulgarian schools through analysis of the national student' assessments results. This report presents the technical aspects of the pilot and the key outcomes in terms of value-added measure for each of the schools included in the analysis. The report documents all data processing, adjustments, and procedures run as part of the school value added modeling and in this respect, it is also intended expert statisticians and researchers. The national student assessment results in Bulgaria are reported on a non-transformed raw point scale accompanied by a table that allows a transformation of the raw points to the six-grade rating scale, adopted for measuring students' performance. Based on this, each school receives an average score and some means of comparison with other schools in the country. Analyzing the test results through value-added analysis is a new approach for the country and the findings from this pilot are intended to inform policy makers in Bulgaria about the advantages and limitations of value-added measures (VAMs) in the context of the Bulgarian education system, its student assessment framework, and the data collected and used by the education management information system.
Assessments --- Curriculum --- Education --- Education For All --- Educational Outcomes --- Employment --- Gender --- Human Development --- Knowledge --- Lower Secondary Education --- Quality of Education --- School Attendance --- Schools --- Secondary Education --- Small Schools --- Standardized Tests --- Teachers --- Tertiary Education --- Textbooks --- Workers --- Youth
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The objective of this report is to document the process and summarize the results from the second phase of the pilot implementation of statistical models for measuring the value-added of Bulgarian schools through analysis of the national student' assessments results. This report presents the technical aspects of the pilot and the key outcomes in terms of value-added measure for each of the schools included in the analysis. It is intended to ensure the institutional memory for the pilots and to stimulate the discussions at technical level among experts and decision makers at the Ministry of Education and Science (MES), focusing on the relevance and applicability of the piloted statistical models, in the context of Bulgaria student assessment framework, and given the available data. The report documents all the data processing, adjustments, and procedures run as part of the school value added modeling.
Assessments --- Curriculum --- Education --- Education For All --- Education For the Knowledge Economy --- Elementary Education --- Human Development --- Knowledge --- Lower Secondary Education --- Mobility --- Primary Education --- Quality of Education --- Schools --- Secondary Education --- Small Schools --- Software --- Standardized Tests --- Teachers --- Technical Assistance --- Tertiary Education
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The SABER Service Delivery (SABER SD) survey instrument was developed as an initiative to uncover bottlenecks that inhibit student learning in low and middle-income countries and to better understand the quality of education service delivery in a country as well as gaps in policy implementation. SABER SD was created using knowledge and expertise from two major initiatives at the World Bank: SABER (Systems Approach for Better Education Results) and the SDI (Service Delivery Indicators) tools. The instrument collects data at the school level and asks questions related to the roles of all levels of government (including local and regional). The new instrument collects data at the school level and enables analysis on: (i) teacher effort and ability, (ii) principal leadership, (iii) school governance, management, and finances, (iv) community participation, (v) classroom observation, and (vi) student performance in math and language.
Accountability --- Education --- Education Finance --- Education For All --- Educational Institutions and Facilities
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