Assessing School Effectiveness

Stephen Klein, David Freedman, Richard Shavelson and Roger Bolus

Evaluation Review, 2008, vol. 32, issue 6, 511-525

Abstract: The Collegiate Learning Assessment (CLA) program measures value added in colleges and universities, by testing the ability of freshmen and seniors to think logically and write clearly. The program is popular enough that it has attracted critics. In this paper, we outline the methods used by the CLA to determine value added. We summarize the criticisms, which revolve around the question of which students take the CLA tests. Typically, samples are not random, so that selection bias is a concern, as is confounding. We respond by showing that criticisms of CLA procedures are not supported by the data.

Keywords: Collegiate Learning Assessment; CLA; SAT; value added; regression; selection bias (search for similar items in EconPapers)
Date: 2008
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Persistent link: https://EconPapers.repec.org/RePEc:sae:evarev:v:32:y:2008:i:6:p:511-525

DOI: 10.1177/0193841X08325948

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