| 来源类型 | Publication |
| 来源ID | Working Paper 64 |
| Can More Teachers Be Covered? The Accuracy, Credibility, and Precision of Value-Added Estimates with Proxy Pre-Tests | |
| Elias Walsh; Dallas Dotter; and Albert Y. Liu | |
| 发表日期 | 2018-08-16 |
| 出版者 | Princeton, NJ: Mathematica Policy Research |
| 出版年 | 2018 |
| 语种 | 英语 |
| 概述 | Value-added models used for evaluating teachers typically rely on controls for previous-grade student achievement to isolate teachers’ contributions to students’ current achievement.", |
| 摘要 | Value-added models used for evaluating teachers typically rely on controls for previous-grade student achievement to isolate teachers’ contributions to students’ current achievement. As a consequence, these models are most commonly used for subjects in which students are tested in consecutive grades. However, states and districts have little information about how value-added models perform in grades when tests in the same subject are not available from the previous year. In those grades, proxy pre-tests—prior-grade test scores from other subjects—are often used as controls. Using proxy pre-tests could allow states and districts to increase the number of teachers for whom value-added models can be used (for example, by including science teachers, rather than only teachers of math and English language arts). In this paper, we use statewide data from Oklahoma to investigate whether value-added models that rely on proxy pre-tests can credibly, accurately (with limited bias), and precisely measure teachers’ contributions to student achievement. We find that not incorporating same-subject pre-tests affects value-added estimates much more than does excluding other student background characteristics. This difference appears to be a result of more bias in the proxy pre-test estimates rather than less precision. Despite evidence of bias, we discuss how these estimates may still reflect important information about a teacher’s effectiveness. We also note that empirical Bayes shrinkage, an approach typically used to address precision, might also be used to address bias so that value-added estimates that rely on proxy pre-tests can be given more appropriate weights in teachers’ evaluations. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/can-more-teachers-be-covered-the-accuracy-credibility-and-precision-of-value-added-estimates |
| 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/489328 |
| 推荐引用方式 GB/T 7714 | Elias Walsh,Dallas Dotter,and Albert Y. Liu. Can More Teachers Be Covered? The Accuracy, Credibility, and Precision of Value-Added Estimates with Proxy Pre-Tests. 2018. |
| 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 | ||
| Teachers Covered WP6（1137KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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