| 来源类型 | Publication |
| 来源ID | Working Paper 17 |
| Shrinkage of Value-Added Estimates and Characteristics of Students with Hard-to-Predict Achievement Levels | |
| Mariesa Herrmann; Elias Walsh; Eric Isenberg; and Alexandra Resch | |
| 发表日期 | 2013-04-12 |
| 出版者 | Cambridge, MA: Mathematica Policy Research |
| 出版年 | 2013 |
| 语种 | 英语 |
| 概述 | This working paper investigates how empirical Bayes shrinkage, an approach commonly used in implementing teacher accountability systems, affects the value-added estimates of teachers of students with hard-to-predict achievement levels, such as students who have low prior achievement and receive free lunch. Teachers of these students tend to have less precise value-added estimates than teachers of other types of students. Shrinkage increases their estimates’ precision and reduces the absolute value of their value-added estimates. However, this paper found shrinkage has no statistically significant effect on the relative probability that teachers of hard-to-predict students receive value-added estimates that fall in the extremes of the value-added distribution and, as a result, receive consequences in the accountability system.", |
| 摘要 | This working paper investigates how empirical Bayes shrinkage, an approach commonly used in implementing teacher accountability systems, affects the value-added estimates of teachers of students with hard-to-predict achievement levels, such as students who have low prior achievement and receive free lunch. Teachers of these students tend to have less precise value-added estimates than teachers of other types of students. Shrinkage increases their estimates’ precision and reduces the absolute value of their value-added estimates. However, this paper found shrinkage has no statistically significant effect on the relative probability that teachers of hard-to-predict students receive value-added estimates that fall in the extremes of the value-added distribution and, as a result, receive consequences in the accountability system. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/shrinkage-of-valueadded-estimates-and-characteristics-of-students-with-hardtopredict-achievement-levels |
| 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/487377 |
| 推荐引用方式 GB/T 7714 | Mariesa Herrmann,Elias Walsh,Eric Isenberg,et al. Shrinkage of Value-Added Estimates and Characteristics of Students with Hard-to-Predict Achievement Levels. 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 | ||
| Value-Added_shrinkag（534KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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