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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| Format: | Policy Research Working Paper |
| Language: | English |
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2012
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| 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 |
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okr-10986-42572021-04-23T14:02:16Z Do Value-Added Estimates Add Value? Accounting for Learning Dynamics Andrabi, Tahir Das, Jishnu Khwaja, Asim Ijaz Zajonc, Tristan 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 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. 2012-03-19T19:12:44Z 2012-03-19T19:12:44Z 2009-09-01 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 English Policy Research working paper ; no. WPS 5066,Paper is funded by the Knowledge for Change Program (KCP) CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank Publications & Research :: Policy Research Working Paper South Asia South Asia South Asia Asia Pakistan |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
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 |
| spellingShingle |
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 Andrabi, Tahir Das, Jishnu Khwaja, Asim Ijaz Zajonc, Tristan Do Value-Added Estimates Add Value? Accounting for Learning Dynamics |
| geographic_facet |
South Asia South Asia South Asia Asia Pakistan |
| relation |
Policy Research working paper ; no. WPS 5066,Paper is funded by the Knowledge for Change
Program (KCP) |
| description |
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. |
| format |
Publications & Research :: Policy Research Working Paper |
| author |
Andrabi, Tahir Das, Jishnu Khwaja, Asim Ijaz Zajonc, Tristan |
| author_facet |
Andrabi, Tahir Das, Jishnu Khwaja, Asim Ijaz Zajonc, Tristan |
| author_sort |
Andrabi, Tahir |
| title |
Do Value-Added Estimates Add Value? Accounting for Learning Dynamics |
| title_short |
Do Value-Added Estimates Add Value? Accounting for Learning Dynamics |
| title_full |
Do Value-Added Estimates Add Value? Accounting for Learning Dynamics |
| title_fullStr |
Do Value-Added Estimates Add Value? Accounting for Learning Dynamics |
| title_full_unstemmed |
Do Value-Added Estimates Add Value? Accounting for Learning Dynamics |
| title_sort |
do value-added estimates add value? accounting for learning dynamics |
| publishDate |
2012 |
| url |
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 |
| _version_ |
1764390626077442048 |