| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w18038 |
| 来源ID | Working Paper 18038 |
| Knowledge, Tests, and Fadeout in Educational Interventions | |
| Elizabeth U. Cascio; Douglas O. Staiger | |
| 发表日期 | 2012-05-03 |
| 出版年 | 2012 |
| 语种 | 英语 |
| 摘要 | Educational interventions are often evaluated and compared on the basis of their impacts on test scores. Decades of research have produced two empirical regularities: interventions in later grades tend to have smaller effects than the same interventions in earlier grades, and the test score impacts of early educational interventions almost universally "fade out" over time. This paper explores whether these empirical regularities are an artifact of the common practice of rescaling test scores in terms of a student's position in a widening distribution of knowledge. If a standard deviation in test scores in later grades translates into a larger difference in knowledge, an intervention's effect on normalized test scores may fall even as its effect on knowledge does not. We evaluate this hypothesis by fitting a model of education production to correlations in test scores across grades and with college-going using both administrative and survey data. Our results imply that the variance in knowledge does indeed rise as children progress through school, but not enough for test score normalization to fully explain these empirical regularities. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand |
| URL | https://www.nber.org/papers/w18038 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/575714 |
| 推荐引用方式 GB/T 7714 | Elizabeth U. Cascio,Douglas O. Staiger. Knowledge, Tests, and Fadeout in Educational Interventions. 2012. |
| 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 | ||
| w18038.pdf（253KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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