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Can Value-Added Measures of Teacher Performance Be Trusted?

Author

Listed:
  • Guarino, Cassandra M.

    (University of California, Riverside)

  • Reckase, Mark D.

    (Michigan State University)

  • Wooldridge, Jeffrey M.

    (Michigan State University)

Abstract

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.

Suggested Citation

  • Guarino, Cassandra M. & Reckase, Mark D. & Wooldridge, Jeffrey M., 2012. "Can Value-Added Measures of Teacher Performance Be Trusted?," IZA Discussion Papers 6602, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp6602
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    More about this item

    Keywords

    value-added; teacher labor markets; education; student achievement;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • J08 - Labor and Demographic Economics - - General - - - Labor Economics Policies
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity
    • J44 - Labor and Demographic Economics - - Particular Labor Markets - - - Professional Labor Markets and Occupations
    • J45 - Labor and Demographic Economics - - Particular Labor Markets - - - Public Sector Labor Markets

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