Conceptual and empirical differences among various value-added models for accountability

Timmermans, Anneke; Doolaard, Simone; Wolf, Inge de

doi:10.1080/09243453.2011.590704

Cited by 42 publications

(62 citation statements)

References 31 publications

(43 reference statements)

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“…In order to isolate the effect of a school on student progress adequately, however, prior achievement and family background are generally also required (Timmermans et al 2011;Willms 1992). Because the students' family background was not included in the estimation of value added, we cannot be sure whether the value added as identified in our analysis can be solely attributed to the schools or was the result of a wider social context, and this may lead to bias in the estimation of value added.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Risk-based educational accountability in Dutch primary education

et al. 2015

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A recent development in educational accountability is a risk-based approach, in which intensity and frequency of school inspections vary across schools to make educational accountability more efficient and effective by enabling inspectorates to focus on organizations at risk. Characteristics relevant in predicting which schools are Bat risk on adverse effects^and robustness of results of risk-based analyses over multiple cohorts were assessed by an empirical analysis of Dutch primary schools. Adverse effects were defined as below average final achievement and/or below average value added. School composition, previous underperformance, insufficient judgments on having a systematic evaluation approach, evaluation of support, and monitoring student performance appeared as factors related to subsequent underperformance of schools. Although a rich set of possible risk factors was available, further investigation of a large number of schools is required in order to find nearly all underperforming schools. However, a group of about 40 % of the schools showed very small risk on underperformance, which represents the efficiency gain when risk-based school accountability would be applied. Furthermore, whether schools are (in)accurately classified in the risk analysis as Bat-risk^schools depends heavily on the chosen caesura.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Risk-based educational accountability in Dutch primary education

et al. 2015

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“…In this case, the author controls the estimations for prior achievement scores. The work of Timmermans et al (2011) presents a conceptual framework of five different value-added measures and empirically provides estimates using data from Dutch secondary schools. They conclude by saying that the correlation between the different types of school effects estimated is rather high, but the models implicate different results for individual schools.…”

Section: Value Addedmentioning

confidence: 99%

Efficiency in education: a review of literature and a way forward

Witte

López-Torres

2017

Journal of the Operational Research Society

294

122

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La sèrie Documents de treball d'economia de l'empresa presenta els avanços i resultats d'investigacions en curs que han estat presentades i discutides en aquest departament; això no obstant, les opinions són responsabilitat dels autors. El document no pot ser reproduït total ni parcialment sense el consentiment de l'autor/a o autors/res. Dirigir els comentaris i suggerències directament a l'autor/a o autors/res, a la direcció que apareix a la pàgina següent.A Working Paper in the Documents de treball d'economia de l'empresa series is intended as a mean whereby a faculty researcher's thoughts and findings may be communicated to interested readers for their comments. Nevertheless, the ideas put forwards are responsibility of the author. Accordingly a Working Paper should not be quoted nor the data referred to without the written consent of the author. Please, direct your comments and suggestions to the author, which address shows up in the next page. A p r i l 2 0 1 5 EFFICIENCY IN EDUCATION. A REVIEW OF LITERATURE AND A WAY FORWARD AbstractThis paper provides an extensive and comprehensive overview of the literature on efficiency in education. It summarizes the earlier applied inputs, outputs and contextual variables, as well as the used data sources of papers in the field of efficiency in education. Moreover, it reviews the papers on education that applied methodologies as Data Envelopment Analysis, Malmquist index, Bootstrapping, robust frontiers, metafrontier, or Stochastic Frontier Analysis. Based on the insights of the literature review, a second part of the paper provides some ways forward. It attempts to establish a link between the parametric 'economics of education' literature and the (semiparametric) 'efficiency in education literature'. We point to the similarities between matching and conditional efficiency; difference-in-differences and metafrontiers; and quantile regressions and partial frontiers. The paper concludes with some operative directions for prospective researchers in the field.

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“…An increasingly prodigious body of scholarship on the technical and validity elements of VAM includes attention to model selection, since different VAMs tend to yield different estimates of teacher effectiveness (Darling-Hammond et al, 2012;Newton, Darling-Hammond, Haertel, & Thomas, 2010;Timmermans, Doolaard, & de Wolf, 2011), and scholars have compared various models to one another (e.g., Sanders, 2006) and argued for which is the most appropriate model to use (e.g., Ehlert, Koedel, Parsons, & Podgursky, 2014). Another technical consideration is spillage, the influence of other content area educators on a teacher's effectiveness rating in a tested area, which can contaminate value-added estimates of teacher effectiveness (Corcoran, 2010;Koedel, 2009;Yuan, 2015).…”

Section: Technical and Validity Considerationsmentioning

confidence: 99%

Educator Evaluation Policy that Incorporates EVAAS Value-Added Measures: Undermined Intentions and Exacerbated Inequities

Hewitt

2015

EPAA

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Abstract:In the United States, policies in forty states and D.C. incorporate student growth measures -estimates of student progress attributed to educators -into educator evaluation. The federal government positions such policies as levers for ensuring that more students are taught by effective teachers and that effective educators are more equitably distributed amongst schools. Because these policies are new, little is known about how educators respond to them. Mixed methods survey data from a large, diverse district in North Carolina, a state that incorporates valueadded data into teacher evaluations, indicate that substantive, unintended effects may undermine the purposes for which these policies were developed. Results indicate that educators evaluated by value-added are generally opposed to its use. Those who have previously been evaluated by valueadded have significantly more negative perceptions about the fairness and accuracy of value-added, are more opposed to its use in educator evaluation, and are more likely to perceive that it will not result in more equitable distribution of good educators across schools and that educators will avoid working with certain students because of value-added. Respondents perceived effects of the use of value-added for teacher accountability that fall within five themes: 1) Educators increasingly game the system and teach to the test, 2) Teachers increasingly leave the field, 3) Some educators seek to avoid working with certain students and at certain schools, 4) Educators feel an increase in stress, epaa aape

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Conceptual and empirical differences among various value-added models for accountability

Cited by 42 publications

References 31 publications

Risk-based educational accountability in Dutch primary education

Risk-based educational accountability in Dutch primary education

Efficiency in education: a review of literature and a way forward

Educator Evaluation Policy that Incorporates EVAAS Value-Added Measures: Undermined Intentions and Exacerbated Inequities

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