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Direct linkDouglas O. Staiger; Thomas J. Kane; Brian D. Johnson – National Bureau of Economic Research, 2025
Non-experimental value-added models have been shown to yield forecast-unbiased estimates of teacher and school effects. To investigate, we propose a dynamic state-space model of knowledge accumulation, in which test scores are imperfect measures of knowledge, and students receive temporary and persistent shocks to their stock of knowledge each…
Descriptors: Value Added Models, Teacher Effectiveness, Scores, Error of Measurement
