Testing the feasibility of a value‐added model of school quality in a low‐income country

Abstract

Value-added models (VAMS) are commonly used in highincome countries for measuring the quality of teachers and schools, on the grounds that they are a fairer reflection of true quality than simple average test scores, as they account for differences in student intake. Not accounting for student's prior test scores can give a misleading impression of school quality. In this article, we adapt the current VAM of secondary school quality to the Ugandan context, and test its robustness.Using official test score data from Uganda, we test the robustness of the model to a range of different empirical specifications, including sensitivity to the inclusion of controls for student socioeconomic status. We find that the model is robust to a variety of different specifications and control variables.The VAM is low cost and has the potential to provide a clearer signal to parents, teachers, schools, and policy-makers about how much learning is actually happening in different schools.This approach could be carried out at low cost in a wide range of low-income countries that have similar testing regimes.

Do Preschools Add ‘Value’? Evidence on Achievement Gaps From Rural India

“…VAMs are used extensively in teacher and class effectiveness literature, particularly in the US. Overall evidence suggests that lagged score VAM estimates are valid and consistent, estimating average treatment effects with limited bias (see Kane & Staiger, 2008;Andrabi et al, 2011;Chetty et al, 2014;Guarino et al, 2015;Crawfurd & Elks, 2019).…”

“…More recently, Crawfurd and Elks (2019) tested the robustness of VAM models to predict school quality in Uganda and conclude the model to be robust to different specifications and controls.…”

The Role of Intergovernmental Fiscal Transfers in Improving Education Outcomes

“…58. Donor work funded by the DFID(Crawfurd and Elks 2018) has attempted to shift the government's secondary school focus toward rewarding the most-improved secondary schools with additional capitation grants, based on the difference between the PLE and later exam attainment, but this has not been integrated into the grant's design. 59.…”