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Test Measurement Error and Inference from Value-Added Models

  • Koedel Cory

    ()

    (University of Missouri-Columbia)

  • Leatherman Rebecca

    ()

    (University of Missouri-Columbia)

  • Parsons Eric

    ()

    (University of Missouri-Columbia)

It is widely known that standardized tests are noisy measures of student learning, but value added models (VAMs) rarely account for test measurement error (TME). We incorporate information about TME directly into VAMs, focusing on TME that derives from the testing instrument itself. Our analysis is divided into two parts – one based on simulated data and the other based on administrative micro data from Missouri. In the simulations we control the data generating process, which ensures that we obtain accurate TME metrics. In the real-data portion of our analysis we use estimates of TME provided by a major test publisher. In both the simulations and real-data analyses, we find that inference from VAMs is improved by making simple TME adjustments to the models. The improvement is larger in the simulations, but even in the real-data analysis the improvement is on the order of what one could expect if teacher-level sample sizes were increased by 11 to 17 percent.

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Article provided by De Gruyter in its journal The B.E. Journal of Economic Analysis & Policy.

Volume (Year): 12 (2012)
Issue (Month): 1 (November)
Pages: 1-37

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Handle: RePEc:bpj:bejeap:v:12:y:2012:i:1:p:1-37:n:59
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  1. 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.
  2. Tahir Andrabi & Jishnu Das & Asim Ijaz Khwaja & Tristan Zajonc, 2011. "Do Value-Added Estimates Add Value? Accounting for Learning Dynamics," American Economic Journal: Applied Economics, American Economic Association, vol. 3(3), pages 29-54, July.
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  6. 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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  9. Sass, Tim R. & Semykina, Anastasia & Harris, Douglas N., 2014. "Value-added models and the measurement of teacher productivity," Economics of Education Review, Elsevier, vol. 38(C), pages 9-23.
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  11. Thomas J. Kane & Douglas O. Staiger, 2008. "Estimating Teacher Impacts on Student Achievement: An Experimental Evaluation," NBER Working Papers 14607, National Bureau of Economic Research, Inc.
  12. Raj Chetty & John N. Friedman & Jonah E. Rockoff, 2011. "The Long-Term Impacts of Teachers: Teacher Value-Added and Student Outcomes in Adulthood," NBER Working Papers 17699, National Bureau of Economic Research, Inc.
  13. Kane, Thomas J. & Rockoff, Jonah E. & Staiger, Douglas O., 2008. "What does certification tell us about teacher effectiveness? Evidence from New York City," Economics of Education Review, Elsevier, vol. 27(6), pages 615-631, December.
  14. Dale Ballou, 2009. "Test Scaling and Value-Added Measurement," Education Finance and Policy, MIT Press, vol. 4(4), pages 351-383, October.
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