Does Tracking of Students Bias Value-Added Estimates for Teachers?

Ali Protik, Elias Walsh, Alexandra Resch, Eric Isenberg and Emma Kopa

Mathematica Policy Research Reports from Mathematica Policy Research

Abstract: This working paper uses urban school district data to investigate whether including track indicators or accounting for classroom characteristics in the value-added model is sufficient to eliminate potential bias resulting from the sorting of students into academic tracks.

Keywords: Value-Added; Students; Teachers; Estimates; Bias; Working Paper 15 (search for similar items in EconPapers)
Pages: 28
New Economics Papers: this item is included in nep-ure
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