Accounting for Student Disadvantage in Value-Added Models

Eric Parsons (), Cory Koedel and Li Tan

No 1813, Working Papers from Department of Economics, University of Missouri

Abstract: We study the relative performance of two policy relevant value-added models – a one-step fixed effect model and a two-step aggregated residuals model – using a simulated dataset well grounded in the value-added literature. A key feature of our data generating process is that student achievement depends on a continuous measure of economic disadvantage. This is a realistic condition that has implications for model performance because researchers typically have access to only a noisy, binary measure of disadvantage. We find that one- and two-step value-added models perform similarly across a wide range of student and teacher sorting conditions, with the two-step model modestly outperforming the one-step model in conditions that best match observed sorting in real data. A reason for the generally superior performance of the two-step model is that it better handles the use of an error-prone, dichotomous proxy for student disadvantage.

Keywords: Value-added modeling; two-step value-added model; value-added simulation; measurement error (search for similar items in EconPapers)
JEL-codes: C1 I2 (search for similar items in EconPapers)
Pages: 51 pages
Date: 2018-07
New Economics Papers: this item is included in nep-ure
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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Journal Article: Accounting for Student Disadvantage in Value-Added Models (2019)
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