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Assessing the Rothstein Test: Does It Really Show Teacher Value-Added Models Are Biased?

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  • Dan Goldhaber
  • Duncan Chaplin
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    Abstract

    This working paper illustrates—theoretically and through simulations—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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    File URL: http://mathematica-mpr.com/publications/pdfs/education/rothstein_wp.pdf
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    Bibliographic Info

    Paper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number 7333.

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    Length: 31
    Date of creation: 28 Feb 2012
    Date of revision:
    Handle: RePEc:mpr:mprres:7333

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    Postal: Mathematica Policy Research P.O. Box 2393 Princeton, NJ 08543-2393 Attn: Communications
    Fax: (609) 799-0005
    Web page: http://www.mathematica-mpr.com/
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    Related research

    Keywords: Rothstein Test; Value-Added Models; Teacher Quality; Student Achievement;

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    1. Jesse Rothstein, 2008. "Student Sorting and Bias in Value Added Estimation: Selection on Observables and Unobservables," Working Papers 1054, Princeton University, Department of Economics, Center for Economic Policy Studies..
    2. 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.
    3. 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.
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