MEChS – Modeling Educational Effectiveness and Equity at the School Level
The MEChS project aims at answering methodological and substantial questions of longitudinal research in depth by reanalyzing data from the KESS and LAU studies.
MEChS is one of five projects grown out of the scientific MILES (Methodological Issues in Longitudinal Educational Studies) -consortium, which is coordinated by the Leibniz Institute for Science and Mathematics Education (IPN) at Kiel. In this co-operative project data from two longitudinal studies LAU (Aspects of learning background and learning development) and KESS (Competencies and attitudes of students), which have been conducted during the 1990s and the 2000s in Hamburg, will be reanalyzed with the aim of answering methodological and substantial questions of longitudinal research in depth.
The project Modeling Educational Effectiveness and Equity at the School Level (MEChS) will address questions from school effectiveness and school development research.
The main focus of the project will be on the quantitative study of school change with complex multilevel models. Specifically, it aims at answering three broad research questions:
- How consistent are different operationalizations of school effectiveness?
- What input variables are associated with school effectiveness?
- How stable is school effectiveness across time and what are predictors for change in school effectiveness?
The project is funded by the German Research Foundation (DFG).
MEChS is a project grown out of the scientific MILES (Methodological Issues in Longitudinal Educational Studies) - consortium, which is coordinated by the Leibniz Institute for Science and Mathematics Education (IPN) at Kiel.
Besides MEChS, a further project from the MILES-consortium is situated at the DIPF: the project „Primary and Secondary Social Background Effects at Different Points of Transition in the Education System“ of Michael Becker, Marko Neumann, Kai Maaz and Sophie Stallasch.
Selected Conference Presentations
Grützmacher, L., Hartig, J., & Vieluf, S. (2018, february). Die Entwicklung und die Konsistenz non-kognitiver Schuleffektivitätskriterien. Paper presented in the course of the symposium Chancen und Herausforderungen von Sekundäranalysen (Chair: J. Möller) at the annual conference of the Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Switzerland.
01/2017 – 01/2020