Admissible statistics of educational achievement scores

Kristian Koerselman

Chapter 40 in Investigaciones de Economía de la Educación, 2010, vol. 5, pp 781-796 from Asociación de Economía de la Educación

Abstract: Labor economists regularly regress educational achievement scores on covariates to examine what a ects achievement. I discuss the mea surement and interpretation of achievement scores, and argue that, as the scores are typically measured on an ordinal scale, their analysis in terms of higher level statistics such as means is inappropriate, and that we should use quantile-based analysis instead. I investigate how large possible bias from mean-based methods is by comparing test score distributions to the distribution of monetary value of the same scores. In most cases, the bias will be quantitatively small, and conclusions qualitatively robust.

Keywords: admissible statistics; educational achievement; item response theory; curriculum tracking (search for similar items in EconPapers)
JEL-codes: C40 I20 I21 J24 (search for similar items in EconPapers)
Date: 2010
ISBN: 978-84-694-0889-6
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