Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates
Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates
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DOI：
10.1257/aer.104.9.2593
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发表时间：
2014-09-01
影响因子：
10.7
通讯作者：
Rockoff, Jonah E.
中科院分区：
文献类型：
--
作者：
Chetty, Raj;Friedman, John N.;Rockoff, Jonah E.
教师对学生考试成绩的影响（增值）是否是衡量教师素质的一个很好的标准？这个问题引发争论的一个原因是关于增值（VA）措施是否提供了教师对学生成绩的因果影响的无偏估计的分歧。我们测试的偏见VA使用以前未观察到的家长的特点和准实验设计的基础上，在教学人员的变化。使用学区和税务记录超过一百万名儿童，我们发现，VA模型控制学生的先前测试成绩提供了无偏的预测教师对学生成绩的影响。
Are teachers' impacts on students' test scores (value-added) a good measure of their quality? One reason this question has sparked debate is disagreement about whether value-added (VA) measures provide unbiased estimates of teachers' causal impacts on student achievement. We test for bias in VA using previously unobserved parent characteristics and a quasi-experimental design based on changes in teaching staff. Using school district and tax records for more than one million children, we find that VA models which control for a student's prior test scores provide unbiased forecasts of teachers' impacts on student achievement.