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The purpose of this study was to compare nine school effectiveness indices computed by five different methods from longitudinal data. The data consisted of Total Reading scores from the Metropolitan Primary II Achievement Test administered to third‐graders in 70 elementary schools. The various school effectiveness indices differed somewhat from one another and had different correlational patterns with other variables. Further, most of the school effectiveness indices were highly stable across samples. The methods should be tried out in schools of reputed quality, so that the validities of the various indices can be studied. The stabilities of the various school effectiveness indices over time should also be studied.
Gary L. Marco (1974) studied this question.
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