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

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

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 wid...

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Bibliographic Details
Main Authors: Andrabi, Tahir, Das, Jishnu, Khwaja, Asim Ijaz, Zajonc, Tristan
Format: Policy Research Working Paper
Language:English
Published: 2012
Subjects:
ACHIEVEMENT TEST SCORES
ACHIEVEMENT TESTS
ACTIVE LEARNING
ADULT EDUCATION
ADULTS
BASIC EDUCATION
CATHOLIC SCHOOLS
CLASS SIZE
CLASSROOM
CLASSROOM STUDIES
CLASSROOM TEACHERS
COGNITIVE ACHIEVEMENT
COGNITIVE SKILLS
COMPARATIVE EDUCATION
EARLY CHILDHOOD
EARLY GRADES
ECONOMICS OF EDUCATION
EDUCATED PARENTS
EDUCATION FINANCE
EDUCATION PROGRAMS
EDUCATIONAL ACHIEVEMENT
EDUCATIONAL HISTORY
EDUCATIONAL INFRASTRUCTURE
EDUCATIONAL INTERVENTIONS
EDUCATIONAL OUTCOMES
EDUCATIONAL PROGRAMS
EDUCATIONAL RESEARCH
EFFECTIVE TEACHERS
ELEMENTARY SCHOOL
EMPLOYMENT
END OF GRADE
EXAM
EXAMS
EXPENDITURES
FIRST GRADE
GIRLS
GRADE RETENTION
HEAD START
HOMEWORK
HUMAN DEVELOPMENT
HUMAN RESOURCES
LABORATORY EXPERIMENTS
LEARNERS
LEARNING
LEARNING LEVELS
LEARNING PROCESS
LEVEL OF ACHIEVEMENT
LITERATURE
LOW ACHIEVEMENT
LOWER ACHIEVEMENT
MATHEMATICS
MIDDLE SCHOOL
PAPERS
PARENTAL EDUCATION
PERFORMANCE OF STUDENTS
PRIMARY DATA
PRIVATE PRIVATE
PRIVATE SCHOOL
PRIVATE SCHOOL EFFECT
PRIVATE SCHOOLING
PRIVATE SCHOOLS
PUBLIC SCHOOL
PUBLIC SCHOOLS
QUALITY TEACHERS
READING
REPORT CARDS
RESEARCH INSTITUTE
RESEARCHERS
RURAL VILLAGE
SCHOOL ATTENDANCE
SCHOOL COST
SCHOOL COUNTERPARTS
SCHOOL EDUCATION
SCHOOL EFFECTIVENESS
SCHOOL EFFECTS
SCHOOL EFFICIENCY
SCHOOL ENROLLMENT
SCHOOL HOURS
SCHOOL LEVEL
SCHOOL PERFORMANCE
SCHOOL QUALITY
SCHOOL TYPES
SCHOOL YEAR
SCHOOLING
SKILL DEVELOPMENT
STUDENT ABILITY
STUDENT ACHIEVEMENT
SUBJECT MATTER
SUBJECTS
TEACHER
TEACHER INCENTIVES
TEACHER QUALITY
TEACHERS
TEACHING
TEST SCORES
TEXTBOOKS
TUITION
TUTORING
TUTORS
VOUCHERS
Online Access:http://www-wds.worldbank.org/external/default/main?menuPK=64187510&pagePK=64193027&piPK=64187937&theSitePK=523679&menuPK=64187510&searchMenuPK=64187283&siteName=WDS&entityID=000158349_20090928165656
http://hdl.handle.net/10986/4257
Description
Summary: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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