Including track indicators in value-added models may reduce tracking-related bias for high school reading teachers¶

Claim · All claims
Evidence · 1 study · associational r? · 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¶

q2 i? Track indicators help reduce potential bias from track sorting for high school reading teachers. → 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?

Observational analysis of urban school district data comparing value-added model specifications. The paper reports that "whereas track indicators help for high school reading teachers" in reducing potential sorting bias.

"whereas track indicators help for high school reading teachers"

Discussion¶

Related Claims¶

• Including track indicators and classroom achievement controls simultaneously reduces precision of value-added estimates — related
• Accounting for mean and standard deviation of classroom achievement may reduce bias for middle school math teachers — related
• Alternative value-added specifications produce substantially different teacher estimates but small changes in distribution tails — related
• Detecting that students are tracked to teachers does not necessarily imply bias in teacher effectiveness estimates — 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 — related