This paper investigates how the precision and stability of a teacher's value-added estimate relates to the characteristics of the teacher's students. Using a large administrative data set and a variety of teacher value-added estimators, it finds that the stability over time of teacher...

We study the properties of two specification tests that have been applied to a variety of estimators in the context of value-added measures (VAMs) of teacher and school quality: the Hausman test for choosing between random and fixed effects and a test for feedback (sometimes called a...

School districts and state departments of education frequently must choose between a variety of methods to estimating teacher quality. This paper examines under what circumstances the decision between estimators of teacher quality is important. We examine estimates derived from growth percentile...

We investigate whether commonly used value-added estimation strategies can produce accurate estimates of teacher effects. We estimate teacher effects in simulated student achievement data sets that mimic plausible types of student grouping and teacher assignment scenarios. No one method...

The federal government's Race to the Top competition has promoted the adoption of test-based performance measures as a component of teacher evaluations throughout many states, but the validity of these measures has been controversial among researchers and widely contested by teachers' unions. A...

Country statistical capacity is increasingly recognized as crucial for development, but no academic study exists that reviews the available assessment tools. We offer the first review study that fills this gap, paying particular attention to data and practical measurement challenges. We compare...

A country's statistical capacity takes an indispensable part in its development. We offer a comprehensive comparison between the World Bank's Statistical Performance Indicators and Index (SPI) and its predecessor, the Statistical Capacity Index (SCI) regarding different conceptual and empirical...

Country statistical capacity is increasingly recognized as crucial for development, but no academic study exists that reviews the available assessment tools. We offer the first review study that fills this gap, paying particular attention to data and practical measurement challenges. We compare...

A country's statistical capacity takes an indispensable part in its development. We offer a comprehensive comparison between the World Bank's Statistical Performance Indicators and Index (SPI) and its predecessor, the Statistical Capacity Index (SCI) regarding different conceptual and empirical...

The typical measure used by researchers and school administrators to evaluate teachers is based on how the students' achievement increases after being exposed to the teacher, or based on the teacher's "value-added''. When teacher value-added is heterogeneous across her students, the typically...