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Society for Research on Educational Effectiveness

There has been an active debate in the literature over the validity of value-added models. In this study, the author tests the central assumption of value-added models that school assignment is random relative to expected test scores conditional on prior test scores, demographic variables, and other controls. He uses a Chicago charter school's lottery to identify school effects, and then compares this "experimental" estimate to that of a school value-added model, which is estimated from all students in a large district. An innovative approach is used to generate a value-added-based estimator of the lottery effect that is unbiased under the null hypothesis that the value-added model is correctly specified. The results imply small but potentially important upward bias in the math, and very minimal bias in reading. Tables are appended.

Descriptors: Value Added Models, Charter Schools, School Effectiveness, Statistical Bias, Usability, Statistical Significance, Test Validity, Test Reliability, Test Bias, Alternative Assessment

Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries[at]sree.org; Web site: http://www.sree.org





Autor: Deutsch, Jonah

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=885&id=ED564070







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