An Empirical Comparison of Statistical Models for Value-Added Assessment of School Performance
By Carmen D. Tekwe, R. Carter, Chang-Xing Ma, James Algina, M. E. Lucas, Jeffrey Roth, M. Ariet, Thomas Fisher, M. Resnick. 2004
199 citations recorded by the source corpus.
Subfields: Education, Plant Science, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/70eddf2ead16d6081f312b20081c8911bbfb747d
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In Education
- Xiaoxia Newton
- A. Amrein-Beardsley
- Ellen B. Goldring
- Elizabeth A. Stuart
- Elaine L. Zanutto
- Donald B. Rubin
- J. Papay
- Henry May
In Plant Science
In Statistics and Probability
- Elizabeth A. Stuart
- Elaine L. Zanutto
- Peter C. Austin
- Donald B. Rubin
- Xiaoxia Newton
- Kosuke Imai
- Ellen B. Goldring
- J. Papay
Citations in the corpus
- Methodological Concerns About the Education Value-Added Assessment System (2008, methodology): “…in existence (e.g., McCaffrey, Lockwood, Koretz, Louis, & Hamilton, 2004b), which differ in their model and statistical assumptions (Braun, 2005; Tekwe et al., 2004), the most recognized and widely implemented model is an offshoot of the Tennessee Value-Added Assessment System (TVAAS; Battelle…”
- A Potential Outcomes View of Value-Added Assessment in Education (2004, methodology): “This interaction is also an issue in the methods used by Ballou et al. (2004), McCaffrey et al. (2004) and Tekwe et al. (2004), in which the students are often implicitly considered to be non-interfering.”
- A longitudinal study of principals' activities and student performance (2012, result): “…models, a flurry of publications in recent years have supported its use and, in many cases, confirmed its superiority to alternative models (Briggs & Weeks, 2011; Lockwood & McCaffrey, 2007; Lockwood, McCaffrey, Mariano, & Setodji, 2007; McCaffrey et al., 2004; Sanders, 2006; Tekwe et al., 2004).”
- Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts (2010, background): “One such decision that has been a point of debate in the VAM literature (McCaffrey et al., 2003; Tekwe et al., 2004) is whether student background variables should be included as covariates in the models in addition to prior-year test scores.”
- Different Tests, Different Answers (2011, background): “Some evidence suggests that the decision may not make a substantive difference in relative teacher rankings (Tekwe et al., 2004), although the question remains open (see Harris & Sass, 2006; McCaffrey et al., 2003).”