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

This paper illustrates the central role of persistence in estimating and interpreting value-added models of learning. Using data from Pakistani public and private schools, we apply dynamic panel methods that address three key empirical challenges: imperfect persistence, unobserved heterogeneity, and...

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Main Authors:	Andrabi, Tahir, Das, Jishnu, Khwaja, Asim Ijaz, Zajonc, Tristan
Format:	Journal Article
Language:	EN
Published:	2012
Subjects:	Analysis of Education I210 Fertility Family Planning Child Care INTERDISCIPLINARY RESEARCH AREAS :: Children Youth J130 Economic Development: Human Resources Human Development Income Distribution Migration O150
Online Access:	http://hdl.handle.net/10986/5803

id	okr-10986-5803
recordtype	oai_dc
spelling	okr-10986-58032021-04-23T14:02:23Z Do Value-Added Estimates Add Value? Accounting for Learning Dynamics Andrabi, Tahir Das, Jishnu Khwaja, Asim Ijaz Zajonc, Tristan Analysis of Education I210 Fertility Family Planning Child Care INTERDISCIPLINARY RESEARCH AREAS :: Children Youth J130 Economic Development: Human Resources Human Development Income Distribution Migration O150 This paper illustrates the central role of persistence in estimating and interpreting value-added models of learning. Using data from Pakistani public and private schools, we apply dynamic panel methods that address three key empirical challenges: imperfect persistence, unobserved heterogeneity, and measurement error. Our estimates suggest that only one-fifth to one-half of learning persists between grades and that private schools increase average achievement by 0.25 standard deviations each year. In contrast, value-added models that assume perfect persistence yield severely downward estimates of the private school effect. Models that ignore unobserved heterogeneity or measurement error produce biased estimates of persistence. 2012-03-30T07:34:37Z 2012-03-30T07:34:37Z 2011 Journal Article American Economic Journal: Applied Economics 19457782 http://hdl.handle.net/10986/5803 EN http://creativecommons.org/licenses/by-nc-nd/3.0/igo World Bank Journal Article Pakistan
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	EN
topic	Analysis of Education I210 Fertility Family Planning Child Care INTERDISCIPLINARY RESEARCH AREAS :: Children Youth J130 Economic Development: Human Resources Human Development Income Distribution Migration O150
spellingShingle	Analysis of Education I210 Fertility Family Planning Child Care INTERDISCIPLINARY RESEARCH AREAS :: Children Youth J130 Economic Development: Human Resources Human Development Income Distribution Migration O150 Andrabi, Tahir Das, Jishnu Khwaja, Asim Ijaz Zajonc, Tristan Do Value-Added Estimates Add Value? Accounting for Learning Dynamics
geographic_facet	Pakistan
relation	http://creativecommons.org/licenses/by-nc-nd/3.0/igo
description	This paper illustrates the central role of persistence in estimating and interpreting value-added models of learning. Using data from Pakistani public and private schools, we apply dynamic panel methods that address three key empirical challenges: imperfect persistence, unobserved heterogeneity, and measurement error. Our estimates suggest that only one-fifth to one-half of learning persists between grades and that private schools increase average achievement by 0.25 standard deviations each year. In contrast, value-added models that assume perfect persistence yield severely downward estimates of the private school effect. Models that ignore unobserved heterogeneity or measurement error produce biased estimates of persistence.
format	Journal Article
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://hdl.handle.net/10986/5803
_version_	1764396355918233600

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

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