Including track indicators and classroom achievement controls simultaneously reduces precision of value-added estimates¶
Claim · All claims
Evidence · 1 study · associationalr?·q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: tool and model accuracy changes quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Including both track indicators and the two classroom characteristics at once reduces the precision of value-added estimates in this context. → Ali Protik 2013
Evidence¶
Ali Protik 2013¶
Ali Protik, Elias Walsh, Alexandra Resch, Eric Isenberg, Emma Kopa. (2013). Does Tracking of Students Bias Value-Added Estimates for Teachers? Working Paper 15. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/does-tracking-of-students-bias-value-added-estimates-for-teachers
q2 · i? · associational · r?
Analysis of urban school district data across value-added specifications. The paper states that "including both of these measures simultaneously reduces the precision of the value-added estimates in this context."
"However, including both of these measures simultaneously reduces the precision of the value-added estimates in this context"
Discussion¶
Related Claims¶
- Accounting for mean and standard deviation of classroom achievement may reduce bias for middle school math teachers — related
- The working paper examines the sensitivity and precision of teacher value-added estimates under specifications differing in student-level, peer-level, and double-lagged achievement controls — a broader claim this one bears on
- Including track indicators in value-added models may reduce tracking-related bias for high school reading teachers — related
- A K-3 school-level growth measure was estimated and examined, with validity and precision concerns suggesting cautious use for accountability — related
- Detecting that students are tracked to teachers does not necessarily imply bias in teacher effectiveness estimates — related
- Administering the Kindergarten Readiness Assessment to a subset of students per classroom greatly reduces precision of schools' K-3 growth estimates — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
combined-specifications-reduce-precision |
title |
Including track indicators and classroom achievement controls simultaneously reduces precision of value-added estimates |
description |
Including track indicators and classroom achievement controls simultaneously reduces precision of value-added estimates |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
recheck_by |
2016 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — ali-protik-2013 |
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