Value-added models and the measurement of teacher productivity |
| |
| Institution: | 1. Department of Economics, Georgia State University, 14 Marietta Street NW, Atlanta, GA 30303, United States;2. Department of Economics, Florida State University, 113 Collegiate Loop, Tallahassee, FL 32306, United States;3. Department of Economics, 302 Tilton Hall, Tulane University, New Orleans, LA 70118, United States;1. Departamento de Economía, Facultad de Economía y Negocios, Universidad de Chile, Santiago, Chile;2. Instituto de Políticas Públicas, Facultad de Economía y Empresa, Universidad Diego Portales, Santiago, Chile;3. Escuela de Ingeniería Comercial, Facultad de Economía y Empresa, Universidad Diego Portales, Santiago, Chile;1. Western Michigan University, United States;2. University of Kentucky, United States;1. Faculty of Education, University of Hong Kong, Hong Kong;2. National Institute of Education, Nanyang Technological University, Singapore;3. Institute for Positive Psychology and Education, Australian Catholic University, Australia;1. Queen''s University, Canada;2. NBER, USA |
| |
| Abstract: | Research on teacher productivity, as well as recently developed accountability systems for teachers, relies on “value-added” models to estimate the impact of teachers on student performance. We consider six value-added models that encompass most commonly estimated specifications. We test many of the central assumptions required to derive each of the value-added models from an underlying structural cumulative achievement model and reject nearly all of them. While some of the six popular models produce similar estimates, other specifications yield estimates of teacher productivity and other key parameters that are considerably different. |
| |
| Keywords: | Teacher productivity Value added |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
