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Can Value-Added Measures of Teacher Performance Be Trusted?

Author

Listed:
  • Cassandra M. Guarino

    (Educational Leadership and Policy Studies, Indiana University)

  • Mark D. Reckase

    (Department of Counseling, Educational Psychology, and Special Education; Michigan State University)

  • Jeffrey M. Woolrdige

    (Department of Economics, Michigan State University)

Abstract

We investigate whether commonly used value-added estimation strategies produce accurate estimates of teacher effects under a variety of scenarios. We estimate teacher effects in simulated student achievement data sets that mimic plausible types of student grouping and teacher assignment scenarios. We find that no one method accurately captures true teacher effects in all scenarios, and the potential for misclassifying teachers as high- or low-performing can be substantial. A dynamic ordinary least squares estimator is more robust across scenarios than other estimators. Misspecifying dynamic relationships can exacerbate estimation problems.

Suggested Citation

  • Cassandra M. Guarino & Mark D. Reckase & Jeffrey M. Woolrdige, 2014. "Can Value-Added Measures of Teacher Performance Be Trusted?," Education Finance and Policy, MIT Press, vol. 10(1), pages 117-156, November.
  • Handle: RePEc:tpr:edfpol:v:9:y:2014:i:4:p:117-156
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    References listed on IDEAS

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    More about this item

    Keywords

    value-added measures; teacher performance;

    JEL classification:

    • I20 - Health, Education, and Welfare - - Education - - - General
    • 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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