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Statistics and Public Policy Volume 1, 2014 - Issue 1
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Value Added Metrics in Education

The Sensitivity of Value-Added Estimates to Specification Adjustments: Evidence From School- and Teacher-Level Models in Missouri

Mark Ehlert
,
Cory Koedel
,
Eric Parsons
&
Michael J. Podgursky
Pages 19-27 | Received 01 Aug 2012, Published online: 04 Nov 2014

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Edward J. Kim. (2022) Signal Weighted Teacher Value-Added Models. Statistics and Public Policy 9:1, pages 149-162.
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Aedín Doris, Donal O’Neill & Olive Sweetman. (2022) Good schools or good students? The importance of selectivity for school rankings. Oxford Review of Education 48:6, pages 804-826.
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Marianne Bitler, Sean P. Corcoran, Thurston Domina & Emily K. Penner. (2021) Teacher Effects on Student Achievement and Height: A Cautionary Tale. Journal of Research on Educational Effectiveness 14:4, pages 900-924.
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Heinrich Hock & Eric Isenberg. (2017) Methods for Accounting for Co-Teaching in Value-Added Models. Statistics and Public Policy 4:1, pages 1-11.
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Margarita Pivovarova, Audrey Amrein-Beardsley & Jennifer Broatch. (2016) Value-Added Models (VAMs): Caveat Emptor. Statistics and Public Policy 3:1, pages 1-9.
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Raj Chetty, John Friedman & Jonah Rockoff. (2014) Discussion of the American Statistical Association's Statement (2014) on Using Value-Added Models for Educational Assessment. Statistics and Public Policy 1:1, pages 111-113.
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Douglas N. Harris & Matthew F. Larsen. (2023) What Schools Do Families Want (and Why)? Evidence on Revealed Preferences From New Orleans. Educational Evaluation and Policy Analysis 45:3, pages 496-519.
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Whitney Bross, Douglas N. Harris & Lihan Liu. (2023) The effects of performance-based school closure and restart on student performance. Economics of Education Review 94, pages 102368.
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Eleonora Bertoni, Gregory Elacqua, Carolina Mendez & Humberto Santos. (2023) Teacher Selection Instruments and Teacher Value-Added: Evidence From Peru. Educational Evaluation and Policy Analysis, pages 016237372211494.
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Jessica Levy, Martin Brunner, Ulrich Keller & Antoine Fischbach. (2022) How sensitive are the evaluations of a school’s effectiveness to the selection of covariates in the applied value-added model?. Educational Assessment, Evaluation and Accountability 35:1, pages 129-164.
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Robert Shand, Stephen M. Leach, Fiona M. Hollands, Florence Chang, Yilin Pan, Bo Yan, Dena Dossett, Samreen Nayyer-Qureshi, Yixin Wang & Laura Head. (2022) Program Value-Added: A Feasible Method for Providing Evidence on the Effectiveness of Multiple Programs Implemented Simultaneously in Schools. American Journal of Evaluation 43:4, pages 584-606.
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Jennifer Gore, Felicia Jaremus & Andrew Miller. (2021) Do disadvantaged schools have poorer teachers? Rethinking assumptions about the relationship between teaching quality and school-level advantage. The Australian Educational Researcher 49:4, pages 635-656.
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María Paz Fernández & José Felipe Martínez. 2022. Teacher Evaluation Around the World. Teacher Evaluation Around the World 39 70 .
Ismail Aslantas. (2020) Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates. Education Sciences 10:12, pages 390.
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Sam Jones. (2020) Testing the Technology of Human Capital Production: A General‐to‐Restricted Framework. Oxford Bulletin of Economics and Statistics 82:6, pages 1429-1455.
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Jessica Levy, Dominic Mussack, Martin Brunner, Ulrich Keller, Pedro Cardoso-Leite & Antoine Fischbach. (2020) Contrasting Classical and Machine Learning Approaches in the Estimation of Value-Added Scores in Large-Scale Educational Data. Frontiers in Psychology 11.
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Robert Bifulco & David J. Schwegman. (2019) Who Benefits from Accountability‐Driven School Closure? Evidence from New York City. Journal of Policy Analysis and Management 39:1, pages 96-130.
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Derek C. Briggs, Rajendra Chattergoon & Amy Burkhardt. (2019) Examining the Dual Purpose Use of Student Learning Objectives for Classroom Assessment and Teacher Evaluation. Journal of Educational Measurement 56:4, pages 686-714.
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Aedin Doris, Donal O'Neill & Olive Sweetman. (2019) Good Schools or Good Students? The Importance of Selectivity for School Rankings. SSRN Electronic Journal.
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Katharine O. Strunk, Dan Goldhaber, David S. Knight & Nate Brown. (2018) Are There Hidden Costs Associated With Conducting Layoffs? The Impact of Reduction-in-Force and Layoff Notices on Teacher Effectiveness. Journal of Policy Analysis and Management 37:4, pages 755-782.
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Ben Backes, James Cowan, Dan Goldhaber, Cory Koedel, Luke C. Miller & Zeyu Xu. (2018) The common core conundrum: To what extent should we worry that changes to assessments will affect test-based measures of teacher performance?. Economics of Education Review 62, pages 48-65.
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Cassandra M. Guarino. 2018. Complementary Research Methods for Educational Leadership and Policy Studies. Complementary Research Methods for Educational Leadership and Policy Studies 213 230 .
Andrew McEachin & Allison Atteberry. (2017) The Impact of Summer Learning Loss on Measures of School Performance. Education Finance and Policy 12:4, pages 468-491.
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Jessica L. Alzen, Erin M. Fahle & Benjamin W. Domingue. (2017) The Implications of Reduced Testing for Teacher Accountability. AERA Open 3:2, pages 233285841770441.
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Garritt L. Page, Ernesto San Martín, Javiera Orellana & Jorge González. (2017) Exploring Complete School Effectiveness via Quantile Value Added. Journal of the Royal Statistical Society Series A: Statistics in Society 180:1, pages 315-340.
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Hanley Chiang, Stephen Lipscomb & Brian Gill. (2016) Is School Value Added Indicative of Principal Quality?. Education Finance and Policy 11:3, pages 283-309.
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Cory KoedelJiaxi Li. (2016) THE EFFICIENCY IMPLICATIONS OF USING PROPORTIONAL EVALUATIONS TO SHAPE THE TEACHING WORKFORCE. Contemporary Economic Policy 34:1, pages 47-62.
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Heather M. Buzick & Nathan D. Jones. (2015) Using Test Scores From Students With Disabilities in Teacher Evaluation. Educational Measurement: Issues and Practice 34:3, pages 28-38.
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Cory Koedel, Kata Mihaly & Jonah E. Rockoff. (2015) Value-added modeling: A review. Economics of Education Review 47, pages 180-195.
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