Implementing value-added measures of school effectiveness: getting the incentives right

By Helen F. Ladd, Randall Walsh. 2002

263 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/45558e3d8fe4c6c09ada1281017ce42c8940375a

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In Education

Citations in the corpus

International Evidence on School Competition, Autonomy, and Accountability: A Review (2007, background): “By contrast, accountability systems that aim to create proper incentives for schools require a value-added approach that tests the learning gains (rather than levels) of each individual student (cf. Kane & Staiger, 2002; Ladd & Walsh, 2002).”
Do school accountability systems make it more difficult for low-performing schools to attract and retain high-quality teachers? (2004, background): “For further discussion see Ladd and Walsh (2002) .”
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “The decision to focus on this period was based on increasing interest in school climate characteristics, schools’ added value, and in-school effectiveness evident during these years (H. F. Ladd & Walsh, 2002; Teddlie & Reynolds, 2000).”
The Use and Usefulness of Performance Measures in the Public Sector (2003, background): “Tests are inevitably incomplete samples of a chievement domains (Koretz 2002) and hence may be subject to measurement error (Ladd and Walsh 2002).”
Early Maternal Time Investment and Early Child Outcomes (2016, background): “We also discuss other methodological issues, such as measurement error in lagged outcomes, which is shown to be important to estimate outcome persistence correctly and affects input effect estimates, and the presence of feedback effects (Ladd and Walsh, 2002; Andrabi et al., 2011).”
School Vouchers: A Critical View (2002, background): “Data from North Carolina and other states show, for example, that the schools with larger gains in test scores are those with higher proportions of white and higher proportions of nonpoor students (Ladd and Walsh, 2002; Clotfelter and Ladd, 1996).”