The impact of subjects and gender in value-added assessment of senior high school in China

摘要

Value-added evaluation aims at analyzing the progress of students during a period of study. Based on two large scale examinations' score data in Beijing, this paper explores the impacts of subject and gender on the academic value-added assessment during the three-year senior high school study in China. It reveals that different subjects lead to different extent of progress, especially considering gender. English Language for Chinese students is the most stable subject, while the Science Subject Synthesis for Science track students leads to more progress, and more retrogress. To our surprise, Language Art of Chinese and Mathematics behave quite different between tracks and genders. These findings provide new reference for students, parents, and teachers to make better strategies during the long term study for children and teenagers.