Can Value-Added Measures of Teacher Performance Be Trusted?

Cassandra Guarino, Mark D. Reckase () and Jeffrey M. Woolrdige ()
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Mark D. Reckase: Department of Counseling, Educational Psychology, and Special Education; Michigan State University
Jeffrey M. Woolrdige: Department of Economics, Michigan State University
Authors registered in the RePEc Author Service: Jeffrey Wooldridge

Education Finance and Policy, 2014, vol. 10, issue 1, 117-156

Abstract: We investigate whether commonly used value-added estimation strategies produce accurate estimates of teacher effects under a variety of scenarios. We estimate teacher effects in simulated student achievement data sets that mimic plausible types of student grouping and teacher assignment scenarios. We find that 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. A dynamic ordinary least squares estimator is more robust across scenarios than other estimators. Misspecifying dynamic relationships can exacerbate estimation problems.

Keywords: value-added measures; teacher performance (search for similar items in EconPapers)
JEL-codes: I20 I21 J24 (search for similar items in EconPapers)
Date: 2014
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Citations: View citations in EconPapers (35)

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Working Paper: Can Value-Added Measures of Teacher Performance Be Trusted? (2012)
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