Sensitivity of Teacher Value-Added Estimates to Student and Peer Control Variables

Matthew Johnson, Stephen Lipscomb and Brian Gill

Mathematica Policy Research Reports from Mathematica Policy Research

Abstract: 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.

Keywords: Value Added Estimates Peer Control Variables Education; Working paper 25 (search for similar items in EconPapers)
Pages: 28
Date: 2013-11-30
New Economics Papers: this item is included in nep-ure
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