Does Tracking of Students Bias Value-Added Estimates for Teachers?
AbstractThis 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 characteristicsâ€”mean classroom achievement and the standard deviation of classroom achievementâ€”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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Bibliographic InfoPaper provided by Mathematica Policy Research in its series Mathematica Policy Research Reports with number 7727.
Date of creation: 30 Mar 2013
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Value-Added; Students; Teachers; Estimates;
Find related papers by JEL classification:
- I - Health, Education, and Welfare
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- 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.
- Cory Koedel, 2008.
"An Empirical Analysis of Teacher Spillover Effects in Secondary School,"
0808, Department of Economics, University of Missouri.
- Koedel, Cory, 2009. "An empirical analysis of teacher spillover effects in secondary school," Economics of Education Review, Elsevier, vol. 28(6), pages 682-692, December.
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