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Conventional value-added models (VAMs) compare average test scores across schools after regression-adjusting for students’ demographic characteristics and previous scores. This paper tests for VAM bias using a procedure that asks whether VAM estimates accurately predict the achievement...
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School districts increasingly gauge school quality with surveys that ask about school climate and student engagement. We use data from New York City's middle and high schools to compare the long-run predictive validity of surveys with that of conventional test score value-added models (VAMs)....
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Non-random sorting can bias observational measures of institutional quality and distort quality-based polices. I develop alternative quasi-experimental approaches to quality estimation that accommodate nonlinear causal effects, institutional specialization, and unobserved selection-on-gains. I...
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