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Do Value-Added Estimates Add Value? Accounting for Learning Dynamics

  • Khwaja, Asim Ijaz
  • Andrabi, Tahir
  • Das, Jishnu
  • Zajonc, Tristan

Evaluations of educational programs commonly assume that what children learn persists over time. The authors compare learning in Pakistani public and private schools using dynamic panel methods that account for three key empirical challenges to widely used value-added models: imperfect persistence, unobserved student heterogeneity, and measurement error. Their estimates suggest that only a fifth to a half of learning persists between grades and that private schools increase average achievement by 0.25 standard deviations each year. In contrast, estimates from commonly used value-added models significantly understate the impact of private schools' on student achievement and/or overstate persistence. These results have implications for program evaluation and value-added accountability system design.

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Paper provided by Harvard Kennedy School of Government in its series Scholarly Articles with number 4435671.

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Date of creation: 2009
Date of revision:
Publication status: Published in HKS Faculty Research Working Paper Series
Handle: RePEc:hrv:hksfac:4435671
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