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Does Tracking of Students Bias Value-Added Estimates for Teachers?

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  • Ali Protik
  • Elias Walsh
  • Alexandra Resch
  • Eric Isenberg
  • Emma Kopa
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    Abstract

    This working paper uses urban school district data to investigate whether including track indicators or accounting for classroom characteristics in the value-added model is sufficient to eliminate potential bias resulting from the sorting of students into academic tracks. Accounting for two classroom characteristics—mean classroom achievement and the standard deviation of classroom achievement—may reduce bias for middle school math teachers, whereas track indicators help for high school reading teachers. However, including both of these measures simultaneously reduces the precision of the value-added estimates in this context. While these different specifications produce substantially different value-added estimates, they produce small changes in the tails of value-added distribution.

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    File URL: http://mathematica-mpr.com/publications/pdfs/education/tracking_students_value_added_wp.pdf
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    Bibliographic Info

    Paper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number 7727.

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    Length: 28
    Date of creation: 30 Mar 2013
    Date of revision:
    Handle: RePEc:mpr:mprres:7727

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    Postal: Mathematica Policy Research P.O. Box 2393 Princeton, NJ 08543-2393 Attn: Communications
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    Keywords: Value-Added; Students; Teachers; Estimates;

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    1. C. Kirabo Jackson, 2012. "Teacher Quality at the High-School Level: The Importance of Accounting for Tracks," NBER Working Papers 17722, National Bureau of Economic Research, Inc.
    2. Cory Koedel, 2008. "An Empirical Analysis of Teacher Spillover Effects in Secondary School," Working Papers 0808, Department of Economics, University of Missouri.
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