Value-added: This approach looks at how much students improve over time. — 123rf.com
Is one school better than another, or do smart students succeed no matter where they study?
One way to see if schools, universities and teachers really make a difference in learning is by measuring the impact of educational institutions using the “value-added” approach, which looks at how much students improve over time.
Instead of only focusing on final grades, it measures progress, giving a clearer picture of how well a school or teacher is performing.
“Value-added” compares what a student is expected to achieve based on their starting point with what they actually achieve by the end of a course or school year.
This method focuses on improvement rather than just final scores, showing how much a student has grown academically.
Traditional ways of judging schools and teachers rely heavily on test scores. However, these scores can be influenced by factors outside a school’s control, like family background and early education.
For example, a child from a low-income family may start school with fewer skills, while a child from a wealthier family may have an advantage. Comparing only final test scores can be unfair.
The “value-added” approach looks at progress, recognising the hard work of both students and teachers. It measures how well each child reaches their full potential.
A good example of how the “value-added” approach works in practice comes from medical schools in the United States. Students enter medical school based on their Medical College Admission Test (MCAT) scores and graduate by passing the United States Medical Licensing Examination (USMLE).
Schools that accept high-scoring students in the MCAT usually produce high-scoring graduates in the USMLE.
However, some schools help students improve beyond expectations, while others underperform. If you were choosing a medical school, you would want one that not only helps students grow, but also “adds value” to the individual.
Here’s a look at the benefits of using “value added” as a measure of educational success:
> Focuses on progress
Instead of teaching just for test scores, schools and teachers help every student improve, no matter their starting level. This builds academic skills, confidence, and a love of learning.
> Fairer for teachers
Teachers work with students of different backgrounds and abilities. A great teacher may not always have the highest- scoring students, but they can still help them improve significantly.
> Promotes educational fairness
Schools in low-income areas are often judged unfairly based on test scores alone. The “value-added” approach highlights schools that are helping students grow, even in challenging situations.
> Helps parents make better choices
Parents want the best education for their children. A school may not have the highest overall scores, but if it helps students improve a lot, it could be a great choice.
> Guides policy decisions
Education leaders can use the “value-added” approach to decide where to invest resources. Schools that help students make big improvements can serve as models, while struggling schools can receive extra support.
Focusing on the “value-added” approach benefits society as well. It encourages effort and resilience – qualities that are valuable in education and the workplace. Employers appreciate candidates who have shown steady growth and the ability to overcome challenges.
Of course, no single measure can fully capture the impact of education. Some critics argue that “value-added” oversimplifies learning. However, when used alongside other methods, it provides valuable insight into student progress. It reminds us that education is not just about where students end up but also how far they have come.
“Value-added” offers a fair and meaningful way to measure the impact of schools and teachers. By focusing on student growth, it provides a clearer picture of success than traditional test scores. It recognises great teaching, encourages improvement, and helps address educational inequalities.
In a world where every student’s potential matters, “value-added” is not just a trend – it is an important step towards a better and more supportive education system for all.
Prof Dr David Whitford is vice-chancellor and chief executive of University of Cyberjaya. He earned a doctorate from Cambridge University and has held leadership roles in medical education. With over 70 research publications on disadvantaged communities and quality healthcare delivery, his academic journey includes positions at the Royal College of Surgeons in Ireland in Dublin and in Bahrain, where he established community-based teaching and led postgraduate studies. The views expressed here are the writer’s own.
