Does Tracking of Students Bias Value-Added Estimates for Teachers?

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Xuất bản năm:	IDEAS Working Paper Series from RePEc (2013), p. n/a
Tác giả chính:	Protik, Ali
Tác giả khác:	Walsh, Elias, Resch, Alexandra, Isenberg, Eric, Kopa, Emma
Được phát hành:	Federal Reserve Bank of St. Louis
Những chủ đề:	Classrooms Urban schools Bias
Truy cập trực tuyến:	Citation/Abstract Full text outside of ProQuest
Các nhãn:	Thêm thẻ Không có thẻ, Là người đầu tiên thẻ bản ghi này!

Miêu tả
Bài tóm tắt:	This working paper uses urban school district data to investigate whether including track indicators or accounting for classroom characteristics in the value-added model is sufficient to eliminate potential bias resulting from the sorting of students into academic tracks. Accounting for two classroom characteristicsâ[euro]"mean classroom achievement and the standard deviation of classroom achievementâ[euro]"may reduce bias for middle school math teachers, whereas track indicators help for high school reading teachers. However, including both of these measures simultaneously reduces the precision of the value-added estimates in this context. While these different specifications produce substantially different value-added estimates, they produce small changes in the tails of value-added distribution.
Nguồn:	ABI/INFORM Global