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Value-added models and the measurement of teacher productivity

Author

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  • Sass, Tim R.
  • Semykina, Anastasia
  • Harris, Douglas N.

Abstract

Research on teacher productivity, as well as recently developed accountability systems for teachers, relies on “value-added” models to estimate the impact of teachers on student performance. We consider six value-added models that encompass most commonly estimated specifications. We test many of the central assumptions required to derive each of the value-added models from an underlying structural cumulative achievement model and reject nearly all of them. While some of the six popular models produce similar estimates, other specifications yield estimates of teacher productivity and other key parameters that are considerably different.

Suggested Citation

  • 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.
    • Handle: RePEc:eee:ecoedu:v:38:y:2014:i:c:p:9-23
    DOI: 10.1016/j.econedurev.2013.10.003
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    References listed on IDEAS

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    More about this item

    Keywords

    Teacher productivity; Value added;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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