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Value-added measures in Italian high schools: problems and findings

Author

Listed:
  • Piero Cipollone

    (Bank of Italy and INVALSI)

  • Pasqualino Montanaro

    (Bank of Italy)

  • Paolo Sestito

    (Bank of Italy)

Abstract

Students� competencies are influenced by a host of factors, including the individual school�s effectiveness. Measuring this contribution is extremely difficult. One way of circumventing the problem is by focusing on changes in competencies over time, i.e. value-added measures. Using the results of an INVALSI survey of 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 of 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 schools� participation in 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 maths and science) when focusing on value-added measures. By contrast, in the maths and science field 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 maths at least, there is also a general tendency for teachers� turnover to have a negative effect on student improvements.

Suggested Citation

  • Piero Cipollone & Pasqualino Montanaro & Paolo Sestito, 2010. "Value-added measures in Italian high schools: problems and findings," Temi di discussione (Economic working papers) 754, Bank of Italy, Economic Research and International Relations Area.
    • Handle: RePEc:bdi:wptemi:td_754_10
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    Cited by:

    1. Adriana Di Liberto & Fabiano Schivardi & Giovanni Sulis, 2015. "Managerial practices and student performance," Economic Policy, CEPR, CESifo, Sciences Po;CES;MSH, vol. 30(84), pages 683-728.
    2. Giuseppe Bertola & Paolo Sestito, 2011. "A Comparative Perspective on Italy's Human Capital Accumulation," Quaderni di storia economica (Economic History Working Papers) 06, Bank of Italy, Economic Research and International Relations Area.
    3. Di Liberto, Adriana & Casula, Laura, 2016. "Teacher Assessments versus Standardized Tests: Is Acting," IZA Discussion Papers 10458, Institute of Labor Economics (IZA).
    4. Enrico Conti & Silvia Duranti & Carla Rampichini & Nicola Sciclone, 2015. "Quanto conta l?effetto scuola nel ciclo primario? L?efficacia delle istituzioni scolastiche in Toscana," ECONOMIA PUBBLICA, FrancoAngeli Editore, vol. 2015(3), pages 59-84.
    5. A. Di Liberto, 2013. "Length of stay in the host country and educational achievement of immigrant students: the Italian case," Working Paper CRENoS 201316, Centre for North South Economic Research, University of Cagliari and Sassari, Sardinia.
    6. 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.
    7. repec:bdi:workqs:qse_6 is not listed on IDEAS
    8. Luigi Benfratello & Giuseppe Sorrenti & Gilberto Turati, 2020. "Tracking in the tracks in the Italian public schooling: Inequality patterns in an urban context," ECONOMIA PUBBLICA, FrancoAngeli Editore, vol. 2020(2), pages 39-70.
    9. 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.
    10. 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.

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    JEL classification:

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

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