Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/62407
Authors: 
Guarino, Cassandra
Reckase, Mark D.
Wooldridge, Jeffrey M.
Year of Publication: 
2012
Series/Report no.: 
Discussion Paper series, Forschungsinstitut zur Zukunft der Arbeit 6602
Abstract: 
We investigate whether commonly used value-added estimation strategies can produce accurate estimates of teacher effects. We estimate teacher effects in simulated student achievement data sets that mimic plausible types of student grouping and teacher assignment scenarios. No one method accurately captures true teacher effects in all scenarios, and the potential for misclassifying teachers as high- or low-performing can be substantial. Misspecifying dynamic relationships can exacerbate estimation problems. However, some estimators are more robust across scenarios and better suited to estimating teacher effects than others.
Subjects: 
education
teacher labor markets
value-added
student achievement
JEL: 
I20
J08
J24
J44
Document Type: 
Working Paper

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