Assessing the Rothstein Test: Does It Really Show Teacher Value-Added Models Are Biased?
AbstractThis working paper illustratesâ€”theoretically and through simulationsâ€”that the Rothstein falsification test is not definitive in indicating bias in value-added model estimates of current teacher contributions to student learning.
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Bibliographic InfoPaper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number 7333.
Date of creation: 28 Feb 2012
Date of revision:
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Rothstein Test; Value-Added Models; Teacher Quality; Student Achievement;
Find related papers by JEL classification:
- I - Health, Education, and Welfare
This paper has been announced in the following NEP Reports:
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Jesse Rothstein, 2008.
"Student Sorting and Bias in Value Added Estimation: Selection on Observables and Unobservables,"
1054, Princeton University, Department of Economics, Center for Economic Policy Studies..
- Jesse Rothstein, 2009. "Student Sorting and Bias in Value-Added Estimation: Selection on Observables and Unobservables," Education Finance and Policy, MIT Press, vol. 4(4), pages 537-571, October.
- Jesse Rothstein, 2009. "Student sorting and bias in value added estimation: Selection on observables and unobservables," NBER Working Papers 14666, National Bureau of Economic Research, Inc.
- Jesse Rothstein, 2010.
"Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement,"
The Quarterly Journal of Economics,
MIT Press, vol. 125(1), pages 175-214, February.
- Jesse Rothstein, 2008. "Teacher Quality in Educational Production: Tracking, Decay, and Student Achievement," NBER Working Papers 14442, National Bureau of Economic Research, Inc.
- Cory Koedel & Julian R. Betts, 2011.
"Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique,"
Education Finance and Policy,
MIT Press, vol. 6(1), pages 18-42, January.
- Cory Koedel & Julian Betts, 2009. "Does Student Sorting Invalidate Value-Added Models of Teacher Effectiveness? An Extended Analysis of the Rothstein Critique," Working Papers 0902, Department of Economics, University of Missouri.
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