| 来源类型 | Publication |
| Shrinkage of Value-Added Estimates and Characteristics of Students with Hard-to-Predict Achievement Levels (Journal Article) | |
| Mariesa Herrmann; Elias Walsh; and Eric Isenberg | |
| 发表日期 | 2016-05-04 |
| 出版者 | Statistics and Public Policy, vol. 3, issue 1 (published online ahead of print, subscription required) |
| 出版年 | 2016 |
| 语种 | 英语 |
| 概述 | This article investigates how shrinkage affects the value-added estimates of teachers of hard-to-predict students.", |
| 摘要 | It is common in the implementation of teacher accountability systems to use empirical Bayes shrinkage to adjust teacher value-added estimates by their level of precision. Because value-added estimates based on fewer students and students with “hard-to-predict” achievement will be less precise, the procedure could have differential impacts on the probability that the teachers of fewer students or students with hard-to-predict achievement will be assigned consequences. This article investigates how shrinkage affects the value-added estimates of teachers of hard-to-predict students. We found that teachers of students with low prior achievement and who receive free lunch tend to have less precise value-added estimates. However, in our sample, shrinkage had no statistically significant effect on the relative probability that teachers of hard-to-predict students received consequences. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/ja-shrinkage-of-valueadded-estimates-and-characteristics-of-students-with-hardtopredict |
| 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/488490 |
| 推荐引用方式 GB/T 7714 | Mariesa Herrmann,Elias Walsh,and Eric Isenberg. Shrinkage of Value-Added Estimates and Characteristics of Students with Hard-to-Predict Achievement Levels (Journal Article). 2016. |
| 条目包含的文件 | 条目无相关文件。 | |||||
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。
