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Value-Added Measures in Italian High Schools: Problems and Findings

Author

Listed:
  • Piero Cipollone
  • Pasqualino Montanaro
  • Paolo Sestito

    () (Banca d'Italia
    Banca d'Italia
    Banca d'Italia)

Abstract

Students’ competencies are influenced by a host of factors, including individual school’s effectiveness. Measuring this contribution is extremely difficult. One way of circumventing the problem is by focusing on changes in students’ competencies, i.e. value-added measures. Using the results of an INVALSI survey on high schools, this paper implements these measures for Italy, in an attempt to identify a general pattern of value-added among schools. Purging the sample from measurement errors – which require the exclusion of schools with too few students tested – and taking into account the selection bias implied by the non-compulsory nature of the survey, we find that the positive gap in favour of general programs (licei) when looking at the level of competencies tends to vanish (in math and science) when focusing on value-added measures. By contrast, in the same subjects schools located in the Southern regions are characterized not only by a lower starting level of competencies but also by a lower value-added. For math at least, there is also a general tendency for teachers’ turnover to have a negative effect on students’ improvements.

Suggested Citation

  • Piero Cipollone & Pasqualino Montanaro & Paolo Sestito, 2010. "Value-Added Measures in Italian High Schools: Problems and Findings," Giornale degli Economisti, GDE (Giornale degli Economisti e Annali di Economia), Bocconi University, vol. 69(2), pages 81-114, July.
  • Handle: RePEc:gde:journl:gde_v69_n2_p81-114
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    References listed on IDEAS

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    Cited by:

    1. Paolo Sestito & Marco Tonello, 2011. "Quality differentials in Italian Universities' freshmen: the case of Medical and Dental Surgery schools," Questioni di Economia e Finanza (Occasional Papers) 90, Bank of Italy, Economic Research and International Relations Area.
    2. Adriana Di Liberto, 2015. "Length of stay in the host country and educational achievement of immigrant students: The Italian case," International Journal of Manpower, Emerald Group Publishing, vol. 36(4), pages 585-618, July.
    3. Tommaso Agasisti & Francesca Ieva & Anna Maria Paganoni, 2017. "Heterogeneity, school-effects and the North/South achievement gap in Italian secondary education: evidence from a three-level mixed model," Statistical Methods & Applications, Springer;Società Italiana di Statistica, vol. 26(1), pages 157-180, March.
    4. Adriana Di Liberto & Fabiano Schivardi & Giovanni Sulis, 2015. "Managerial practices and student performance," Economic Policy, CEPR;CES;MSH, vol. 30(84), pages 683-728.
    5. Di Liberto, Adriana & Casula, Laura, 2016. "Teacher Assessments versus Standardized Tests: Is Acting "Girly" an Advantage?," IZA Discussion Papers 10458, Institute of Labor Economics (IZA).
    6. Barbieri, Gianna & Rossetti, Claudio & Sestito, Paolo, 2011. "The determinants of teacher mobility: Evidence using Italian teachers’ transfer applications," Economics of Education Review, Elsevier, vol. 30(6), pages 1430-1444.

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    More about this item

    Keywords

    education; geographical divides; value-added;
    All these keywords.

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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