Simone Aparecida Lopes-Herrera, Daniela Gisley de Sousa Costa, Thaís Rosa Dos Santos, Aline Martins
Comparison between the socio-educational profiles of children with verbal and non-verbal Autism Spectrum Disorder
CoDAS
final consensus regarding covariates used addition prior achievement estimating valueadded va scores evaluate schools effectiveness therefore examined sensitivity evaluations schools effectiveness math language achievement covariate selection applied va model four covariate sets systematically combined including prior achievement different domain sociodemographic sociocultural background characteristics domainspecific achievement motivation school va scores estimated using longitudinal data luxembourg school monitoring programme 3600 students attending 153 primary schools grades 1 3 va scores varied considerably despite high correlations va scores based different sets covariates 66 r 100 explained variance consistency school va scores substantially improved including prior math prior language achievement va models math prior language achievement sociodemographic sociocultural background characteristics va models language findings suggest prior achievement subject commonly used covariate date may insufficient control betweenschool differences student intake estimating school va scores thus recommend using va models caution applying va scores informative purposes rather mean base accountability decisions upon online version contains supplementary material available 101007s1109202209386y