| Chinese learning is influenced by school management, environment, background of students, competence of teachers and so on, which, however, are ignored in the traditional educational assessment where school performance is explicitly evaluated in terms of students'scores in the university entrance examination. Obviously, a reasonable and objective principle can not be applied in this way, neither can educational diagnosing stand. In the meanwhile, School performance effects study has been gaining some increasing popularity and pointing out a new way for the reformation of educational evaluation. As one of the methods of assessing school performance, value-added assessment is accepted better than any of the others so far as its reasonability is concerned. In such a way, in view of student's multi-level covariates in the course of learning, Hierarchical Linear Models (HLM) have been used for value-added analysis. In this research, with the sample data gathered from 30 senior high schools in Shangrao city, school effectiveness is measured on the basis of students'gains, implicitly controlling for some background factors that influence initial levels of achievement. As a result, a conclusion will be reached: 1) HLM is a better accepted model for educational assessment. 2) The result of value-added measures is quite different from that of students'scores from the current year. 3) It should be noted that students'gender, previous score and ability can remarkably influence Chinese value-added measures.4) Students'average score in the entrance examination for high school education, the category and size of their school can also give an important impact on Chinese value-added measures.
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