| 来源类型 | Publication |
| 来源ID | Working Paper 15 |
| Does Tracking of Students Bias Value-Added Estimates for Teachers? | |
| Ali Protik; Elias Walsh; Alexandra Resch; Eric Isenberg; and Emma Kopa | |
| 发表日期 | 2013-03-30 |
| 出版者 | Washington, DC: Mathematica Policy Research |
| 出版年 | 2013 |
| 语种 | 英语 |
| 概述 | 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. ", |
| 摘要 | 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 characteristics—mean classroom achievement and the standard deviation of classroom achievement—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. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/does-tracking-of-students-bias-value-added-estimates-for-teachers |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/487361 |
| 推荐引用方式 GB/T 7714 | Ali Protik,Elias Walsh,Alexandra Resch,et al. Does Tracking of Students Bias Value-Added Estimates for Teachers?. 2013. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| Tracking_students_va（396KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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