Arbeitspapier

Can value-added measures of teacher performance be trusted?

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We investigate whether commonly used value-added estimation strategies can produce accurate estimates of teacher effects. We estimate teacher effects in simulated student achievement data sets that mimic plausible types of student grouping and teacher assignment scenarios. No one method accurately captures true teacher effects in all scenarios, and the potential for misclassifying teachers as high- or low-performing can be substantial. Misspecifying dynamic relationships can exacerbate estimation problems. However, some estimators are more robust across scenarios and better suited to estimating teacher effects than others.

Sprache
Englisch

Erschienen in
Series: IZA Discussion Papers ; No. 6602

Klassifikation
Wirtschaft
Education and Research Institutions: General
Labor Economics Policies
Human Capital; Skills; Occupational Choice; Labor Productivity
Professional Labor Markets; Occupational Licensing
Thema
education
teacher labor markets
value-added
student achievement
Lehrkräfte
Bildungsniveau
Wertschöpfung
Schätztheorie
Simulation

Ereignis
Geistige Schöpfung
(wer)
Guarino, Cassandra
Reckase, Mark D.
Wooldridge, Jeffrey M.
Ereignis
Veröffentlichung
(wer)
Institute for the Study of Labor (IZA)
(wo)
Bonn
(wann)
2012

Handle
Letzte Aktualisierung
10.03.2025, 11:42 MEZ

Datenpartner

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Objekttyp

  • Arbeitspapier

Beteiligte

  • Guarino, Cassandra
  • Reckase, Mark D.
  • Wooldridge, Jeffrey M.
  • Institute for the Study of Labor (IZA)

Entstanden

  • 2012

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