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dc.contributor.authorAndrabi, Tahir
dc.contributor.authorDas, Jishnu
dc.contributor.authorKhwaja, Asim Ijaz
dc.contributor.authorZajonc, Tristan
dc.date.accessioned2010-09-16T19:21:11Z
dc.date.issued2008
dc.identifier.citationAndrabi, 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.en_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:4435671
dc.description.abstractEvaluations 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.en_US
dc.language.isoen_USen_US
dc.relation.isversionofhttps://www.hks.harvard.edu/centers/cid/publicationsen_US
dash.licenseLAA
dc.titleDo Value-Added Estimates Add Value? Accounting for Learning Dynamicsen_US
dc.typeResearch Paper or Reporten_US
dc.description.versionAccepted Manuscripten_US
dc.relation.journalCID Working Paper Seriesen_US
dash.depositing.authorKhwaja, Asim Ijaz
dc.date.available2010-09-16T19:21:11Z
dc.identifier.doi10.1257/app.3.3.29
dash.contributor.affiliatedZajonc, Tristan
dash.contributor.affiliatedKhwaja, Asim


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