Criterion consistency in school effectiveness: Comparing the schooling effect on final achievement, the quality, and the equity dimensions

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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.