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Replication data for: Do Value-Added Estimates Add Value? Accounting for Learning Dynamics

Version
V0
Resource Type
Dataset
Creator
  • Andrabi, Tahir
  • Das, Jishnu
  • Khwaja, Asim Ijaz
  • Zajonc, Tristan
Publication Date
2011-07-01
Description
  • Abstract

    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. (JEL I21, J13, O15)
Availability
Download
Relations
  • Is supplement to
    DOI: 10.1257/app.3.3.29 (Text)
Publications
  • Andrabi, Tahir, Jishnu Das, Asim Ijaz Khwaja, and Tristan Zajonc. “Do Value-Added Estimates Add Value? Accounting for Learning Dynamics.” American Economic Journal: Applied Economics 3, no. 3 (July 2011): 29–54. https://doi.org/10.1257/app.3.3.29.
    • ID: 10.1257/app.3.3.29 (DOI)

Update Metadata: 2020-05-18 | Issue Number: 2 | Registration Date: 2019-10-12

Andrabi, Tahir; Das, Jishnu; Khwaja, Asim Ijaz; Zajonc, Tristan (2011): Replication data for: Do Value-Added Estimates Add Value? Accounting for Learning Dynamics. Version: V0. ICPSR - Interuniversity Consortium for Political and Social Research. Dataset. https://doi.org/10.3886/E113795