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Direct linkDouglas O. Staiger; Thomas J. Kane; Brian D. Johnson – National Bureau of Economic Research, 2025
Non-experimental value-added models have been shown to yield forecast-unbiased estimates of teacher and school effects. To investigate, we propose a dynamic state-space model of knowledge accumulation, in which test scores are imperfect measures of knowledge, and students receive temporary and persistent shocks to their stock of knowledge each…
Descriptors: Value Added Models, Teacher Effectiveness, Scores, Error of Measurement
Download full textJoshua B. Gilbert; James G. Soland; Benjamin W. Domingue – Annenberg Institute for School Reform at Brown University, 2025
Value-Added Models (VAMs) are both common and controversial in education policy and accountability research. While the sensitivity of VAMs to model specification and covariate selection is well documented, the extent to which test scoring methods (e.g., mean scores vs. IRT-based scores) may affect VA estimates is less studied. We examine the…
Descriptors: Value Added Models, Tests, Testing, Scoring
