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来源类型Publication
来源IDWorking Paper 25
Sensitivity of Teacher Value-Added Estimates to Student and Peer Control Variables
Matthew Johnson; Stephen Lipscomb; and Brian Gill
发表日期2013-11-30
出版者Cambridge, MA: Mathematica Policy Research
出版年2013
语种英语
概述This working paper examines the sensitivity and precision of teacher value-added model (VAM) estimates obtained under model specifications that differ based on whether they include student-level background characteristics, peer-level background characteristics, and/or a double-lagged achievement score. It also tests two model variations not previously evaluated—replacing classroom average peer characteristics with teacher-year level averages, or allowing for variation in the relationship between current and lagged achievement scores based on student demographic characteristics—to determine whether they affect the VAM estimates.",
摘要This working paper examines the sensitivity and precision of teacher value-added model (VAM) estimates obtained under model specifications that differ based on whether they include student-level background characteristics, peer-level background characteristics, and/or a double-lagged achievement score. It also tests two model variations not previously evaluated—replacing classroom average peer characteristics with teacher-year level averages, or allowing for variation in the relationship between current and lagged achievement scores based on student demographic characteristics—to determine whether they affect the VAM estimates.
URLhttps://www.mathematica.org/our-publications-and-findings/publications/sensitivity-of-teacher-valueadded-estimates-to-student-and-peer-control-variables
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/487574
推荐引用方式
GB/T 7714
Matthew Johnson,Stephen Lipscomb,and Brian Gill. Sensitivity of Teacher Value-Added Estimates to Student and Peer Control Variables. 2013.
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