ON T HE SPECIFICATION A ND ESTIMATION OF T HE PRODUCTION F UNCTION F OR COGNITIVE ACHIEVEMENT

By Petra E. Todd, Ken Wolpin. 2003

1,568 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/06cd720fbbe85f8905d40a07f792ea193e585765

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Citations in the corpus

Evaluating the effectiveness of private education across countries: a comparison of methods (2004, background): “But other researchers disagree with this conclusion (Smith & Todd, 2003).”
Choice, Competition and Pupil Achievement (2008, background): “Unfortunately the coefficient on prior achievement is also endogenous (see Todd and Wolpin, 2003) and potentially downward biased.”
Improving Learning in Primary Schools of Developing Countries (2015, background): “In most experiments, the effects are policy (or reduced-form) effects rather than structural estimates of production function parameters, since they encompass the direct and indirect effects of interventions on learning (Glewwe & Kremer, 2006; Todd & Wolpin, 2003).”
Aligning Learning Incentives of Students and Teachers: Results from a Social Experiment in Mexican High Schools (2015, background): “Todd and Wolpin ð2003Þ discuss the methodological underpinnings of that literature.”
Value-added modeling: A review (2015, background): “Sass et al. (2014) directly test the conditions linking VAMs to the cumulative achievement function and confirm the skepticism of Todd and Wolpin (2003), showing that they are not met for a number of common VAM specifications.”
Value added of teachers in high-poverty schools and lower poverty schools (2012, neutral): “Alternatively, a student fixed effect can be included in the 8 For a detailed discussion of value added models and the assumptions underlying them, see Boardman and Murnane (1979), Todd and Wolpin (2003), Rivkin (2007) and Harris, Sass and Semykina (2011).”
Evaluating the Relationship Between Student Attendance and Achievement in Urban Elementary and Middle Schools (2010, methodology): “Unlike a model where the left-hand side variable is a difference between current and previous achievement, the approach utilized here does not constrain the coefficient of previous achievement to be a value of one (Todd & Wolpin, 2003).”
Estimating the Technology of Cognitive and Noncognitive Skill Formation (2010, methodology): “The assumption of linearity of the technology in inputs that is used by Cunha and Heckman (2008) and Todd and Wolpin (2003, 2005) is not required. We allow inputs to interact in producing output. We generalize the factor-analytic index function models used by Carneiro, Hansen, and Heckman (2003) to ”
The Production of Human Capital in Developed Countries: Evidence from 196 Randomized Field Experiments (2016, neutral): “[232] Todd, Petra, and Kenneth Wolpin.”
Do Parents Value School Effectiveness? (2020, background): “Treatment effect estimates come from “valueadded” regression models of the sort commonly used to measure causal effects of teachers and schools (Todd and Wolpin, 2003; Koedel et al., 2015).”
The Dynamics of Teacher Quality (2013, background): “This type of model imposes a restricted depreciation pattern in student learning (Todd and Wolpin 2003).”
Cognitive skills, non-cognitive skills, and family background: evidence from sibling correlations (2016, neutral): “A more recent branch of research resolves this weakness by using a cumulative specification of the production function (e.g., Todd and Wolpin 2003).”
Early education and children's outcomes: how long do the impacts last? (2005, background): “…parameters of the cognitive and non-cognitive development production function, a task which is very hard to accomplish credibly (see the review by Todd and Wolpin, 2003, and, for an attempt in this area, Feinstein et al., 1998). compass the indirect contribution of any other concurrent and…”