Value Added and Contextual Factors in Education: Evidence from Chilean Chools
There is consensus in the literature about the need to control for socioeconomic status and other contextual variables at student and school level in the estimation of value added models, for which methodologies rely on hierarchical linear models. However, this approach is problematic because the nature of their estimate is a comparison with a school mean, implying no real incentive for performance excellence. Meanwhile, activity analysis models recently developed to estimate school value added have been unable to control for contextual variables. We propose a robust frontier model to estimate contextual value added which integrates recent advances in the activity analysis literature. We provide an application to a sample of schools in Chile, where reforms have been made in the educational system focusing on the need for accountability measures. Results indicate the general relevance of including contextual variables, and explain the performance differentials found for the three school types.
|Date of creation:||Nov 2013|
|Date of revision:|
|Contact details of provider:|| Postal: Plaza de San Nicolás, 4, 48005 Bilbao|
Phone: +34 94 487 52 52
Fax: +34 94 424 46 21
Web page: http://www.fbbva.es
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:fbb:wpaper:2013129. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Fundacion BBVA / BBVA Foundation)
If references are entirely missing, you can add them using this form.