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Implementing Value-Added Models of School Assessment

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  • Maciej Jakubowski

Abstract

This paper considers value-added models of school assessment and their implementation in Poland. Value-added estimates can be very helpful for schools and policy makers who need a reliable way to control teaching effectiveness, or for parents who need information about school quality in their area. However, their usefulness depends on several statistical issues and specific decisions made during implementation. The paper discusses several value-added models and describes details of the solution implemented in Poland. Statistical problems are discussed according to their policy relevance. It is shown that what bothers statisticians is less important in practice than several problems encountered when one wants to apply these models to a policy relevant context. Problems of proper regression specification, omitted variables bias, and measurement error are discussed, but the ways value-added estimates could be published and used as policy evaluation tools are also presented. All this problems are discussed from a practical point of view using three years of experience in implementation of these methods in Poland.

Suggested Citation

  • Maciej Jakubowski, 2008. "Implementing Value-Added Models of School Assessment," RSCAS Working Papers 2008/06, European University Institute.
    • Handle: RePEc:rsc:rsceui:2008/06
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    References listed on IDEAS

    as
    1. Ladd, Helen F. & Walsh, Randall P., 2002. "Implementing value-added measures of school effectiveness: getting the incentives right," Economics of Education Review, Elsevier, vol. 21(1), pages 1-17, February.
    2. Paul O'Brien & Wojciech Paczynski, 2006. "Poland's Education and Training: Boosting and Adapting Human Capital," OECD Economics Department Working Papers 495, OECD Publishing.
    3. Meyer, Robert H., 1997. "Value-added indicators of school performance: A primer," Economics of Education Review, Elsevier, vol. 16(3), pages 283-301, June.
    Full references (including those not matched with items on IDEAS)

    Citations

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    Cited by:

    1. Luca Flóra Drucker & Daniel Horn, 2016. "Decreased tracking, increased earning: Evidence from the comprehensive Polish educational reform of 1999," Budapest Working Papers on the Labour Market 1602, Institute of Economics, Centre for Economic and Regional Studies.
    2. Horn, Dániel & Drucker, Luca Flóra, 2016. "Kisebb szelekció - nagyobb kereset. Az 1999-es lengyel oktatási reform hatásának vizsgálata [Narrower selection, wider demand. Examining the effects of the 1999 Polish education reform]," Közgazdasági Szemle (Economic Review - monthly of the Hungarian Academy of Sciences), Közgazdasági Szemle Alapítvány (Economic Review Foundation), vol. 0(9), pages 944-965.
    3. Maciej Jakubowski, 2009. "Teaching quality and decentralization," Working Papers 2009-05, Faculty of Economic Sciences, University of Warsaw.
    4. Zurab Abramishvili & David Tsirekidze, 2019. "Value Added of Universities: Evidence From Georgia," Economics Bulletin, AccessEcon, vol. 39(3), pages 2184-2191.
    5. Garritt L. Page & Ernesto San Martín & Javiera Orellana & Jorge González, 2017. "Exploring complete school effectiveness via quantile value added," Journal of the Royal Statistical Society Series A, Royal Statistical Society, vol. 180(1), pages 315-340, January.

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    More about this item

    Keywords

    education; school assessment; school effectiveness; value-added models;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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