Value-Added to What? How a Ceiling in the Testing Instrument Influences Value-Added Estimation

Cory Koedel, Julian Betts

Value-added measures of teacher quality may be sensitive to the quantitative properties of the student tests upon which they are based. This paper focuses on the sensitivity of value-added to test-score-ceiling effects. Test-score ceilings are increasingly common in testing instruments across the country as education policy continues to emphasize proficiency-based reform. Encouragingly, we show that over a wide range of test-score-ceiling severity, teachers' value-added estimates are only negligibly influenced by ceiling effects. However, as ceiling conditions approach those found in minimum-competency testing environments, value-added results are significantly altered. We suggest a simple statistical check for ceiling effects

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Year of publication:	March 2009
Authors:	Koedel, Cory
Other Persons:	Betts, Julian (contributor)
Institutions:	National Bureau of Economic Research (contributor)
Publisher:	Cambridge, Mass : National Bureau of Economic Research
Subject:	Schätztheorie \| Estimation theory \| Lehrkräfte \| Teaching profession \| Messung \| Measurement \| Qualifikation \| Occupational qualification \| Bildungsertrag \| Returns to education

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