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...
| Main Authors: | , , , |
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| Language: | English |
| Published: |
2012
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| Subjects: | |
| 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 |
| Summary: | 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. |
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