School Effectiveness Evaluation With Value-added Method

The foundation of Classes and Schools for Tibet Students outside Tibet has been a great step to aid Tibet in the intelligence field for nearly30years. How to evaluate the quality of education has been brought into focus, thus becoming a hot topic of pushing Classes and Schools for Tibet Students outside Tibet forward. To answer the question of whether the school has a measurable impact on the students’academic achievement, scholars of education in the world are making unceasing effort to evaluate school effectiveness and analyze its main influencing factors. With the concept of Value-added and Net Effects, the model of School-social System and Multilevel Analysis being proposed, it is practical to evaluate teaching quality dynamically, fairly and objectively and will finally promote educational reformation.It is shown in the literature that the focuses of the development of Classes and Schools for Tibet Students Outside Tibet are quality, effectiveness, and counter measures and that the main factors affecting the quality of school education should be further confirmed. This research takes Senior High School C, a key school in Province S for Tibet students outside Tibet with the resolution to reform, as an example to expound the process of improving the index system of school effectiveness. The method of Main Factors Analysis has been used to analyze the teacher questionnaire. Three factors are the main factors, including school management, teaching, and evaluation and supervision. Four indexes are different from the previous study, including free and open opportunities to exchange ideas, great expectations, and basic skills. To evaluate the school effectiveness of Tibet Senior High School C Outside Tibet dynamically and objectively, Multilevel Analysis Model, the concept of Net Effects and Value-added are used, and the influences of the origin of students, entrance examination performance, gender are deducted, and the improvement of the students in three school years is observed. The school is an open social system influenced by the environment of politics, competition and resources outside the school. Correlation Analysis and Partial Correlation Analysis on the student’s questionnaire indicate that the variables of grade, class, and the origin of students affect the transformation of the school to some degree, while the variable of the origin of students has nothing to do with the transformation when the variable of grade is controlled.The evaluation of the effectiveness of Tibet Senior High School C outside Tibet indicates that the result of Value-added Evaluation and Traditional Evaluation are different. The added values of school effectiveness are influenced by various factors in and outside the school. The teaching quality of different course varies. The effects of various factors within the school in the process of transformation are different. Therefore, it is suggested that Value-added Evaluation should be adhered to promote balanced development of the Classes and Schools for Tibet Students Outside Tibet, that the Value-added data base should be established to push the development of the members in the organization, and that the orientation of school effectiveness evaluation should be Value-added to adjust the internal conversion factors.