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The Sensitivity of Value-Added Modeling to the Creation of a Vertical Score Scale

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  • Derek C. Briggs

    ()
    (School of Education, University of Colorado, Boulder)

  • Jonathan P. Weeks

    ()
    (School of Education, University of Colorado, Boulder)

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    Abstract

    The purpose of this study was to evaluate the sensitivity of growth and value-added modeling to the way an underlying vertical score scale has been created. Longitudinal item-level data were analyzed with both student- and school-level identifiers for the entire state of Colorado between 2003 and 2006. Eight different vertical scales were established on the basis of choices made for three key variables: the item response theory modeling approach, the calibration approach, and the student proficiency estimation approach. Each scale represented a methodological approach that was psychometrically defensible. Longitudinal values from each scale were used as the outcome in a commonly used value-added model (the “layered model” popularized by William Sanders) as a means of estimating school effects. Our findings suggest that while the ordering of estimating school effects is insensitive to the underlying vertical scale, the precision of such value-added estimates can be quite sensitive to the combinations of choices made in the creation of the scale. © 2009 American Education Finance Association

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    File URL: http://www.mitpressjournals.org/doi/pdf/10.1162/edfp.2009.4.4.384
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    Bibliographic Info

    Article provided by MIT Press in its journal Education Finance and Policy.

    Volume (Year): 4 (2009)
    Issue (Month): 4 (October)
    Pages: 384-414

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    Handle: RePEc:tpr:edfpol:v:4:y:2009:i:4:p:384-414

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    Related research

    Keywords: value-added modeling; vertical score scale; Colorado;

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