Do Value-Added Estimates Add Value ? : Accounting for Learning Dynamics / Andrabi, Tahir

By: Contributor(s): Resource type: Ressourcentyp: Buch (Online)Book (Online)Language: English Publisher: Washington, D.C : The World Bank, 2009Description: Online-Ressource (42 p)Subject(s): Additional physical formats: Andrabi, Tahir: Do Value-Added Estimates Add Value ? DOI: DOI: 10.1596/1813-9450-5066Online resources: Summary: 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 designPPN: PPN: 834964473Package identifier: Produktsigel: ZDB-110-WBL | ZDB-1-WBA | ZDB-110-WBO
No physical items for this record

Reproduktion, 2009. (World Bank eLibrary) |2009||||||||||

Namensnennung 3.0 IGO CC BY 3.0 IGO cc:

https://creativecommons.org/licenses/by/3.0/igo/

KIT – The University in the Helmholtz Association                         Home | Legals | Privacy policy | KIT