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Do Value-Added Estimates Add Value? Accounting for Learning Dynamics

 
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Author
Andrabi, Tahir
Das, Jishnu
Khwaja, Asim IjazHARVARD
Zajonc, TristanHARVARD
Published Version
https://doi.org/10.1257/app.3.3.29
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Citation
Andrabi, Tahir, Jishnu Das, Asim I. Khwaja, and Tristan Zajonc. “Do Value-Added Estimates Add Value? Accounting for Learning Dynamics.” CID Working Paper Series 2008.158, Harvard University, Cambridge, MA, March 2008.
Abstract
Evaluations of educational programs commonly assume that what children learn persists over time. The authors compare learning in Pakistani public and private schools using dynamic panel methods that account for three key empirical challenges to widely used value-added models: imperfect persistence, unobserved student heterogeneity, and measurement error. Their estimates suggest that only a fifth to a half of learning persists between grades and that private schools increase average achievement by 0.25 standard deviations each year. In contrast, estimates from commonly used value-added models significantly understate the impact of private schools' on student achievement and/or overstate persistence. These results have implications for program evaluation and value-added accountability system design.
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This article is made available under the terms and conditions applicable to Other Posted Material, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#LAA
Citable link to this page
http://nrs.harvard.edu/urn-3:HUL.InstRepos:4435671

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