A Potential Outcomes View of Value-Added Assessment in Education

By Donald B. Rubin, Elizabeth A. Stuart, Elaine L. Zanutto. 2004

275 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/e1429040d9f5d5d25fd6167897cdfd618321b9bb

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Citations in the corpus

Why We (Usually) Don't Have to Worry About Multiple Comparisons (2009, background): “(Grudgingly) leaving the problematic causal issues aside (see Rubin et al., 2004, for a relevant discussion), we note that a outstanding methodological problem thus far has been that analyses used to make such comparisons rarely if ever address the extreme multiple comparisons problems involved.”
Teacher Career Paths, Teacher Quality, and Persistence in the Classroom: Are Public Schools Keeping Their Best? CEDR Working Paper No. 2010-2.0. (2011, methodology): “…is no universally accepted method for calculating a teacher’s value-added contribution, and research shows that methodology and context can influence the measure (Ballou, Sanders, and Wright 2004; McCaffrey et al. 2004; Rothstein forthcoming; Rubin, Stuart, and Zanutto 2004; Tekwe et al. 2004).”
The Gateway to the Profession: Assessing Teacher Preparation Programs Based on Student Achievement. CEDR Working Paper No. 2011-2.0. (2013, background): “Sass (2008), for instance, estimates that roughly 50 (at the elementary level) to 70 (at the middle school level) percent of the total variation in teacher effectiveness is between teachers, with the remainder being within teacher variation in effectiveness over time.”
The Legal Consequences of Mandating High Stakes Decisions Based on Low Quality Information: Teacher Evaluation in the Race-to-the-Top Era (2013, unknown): “Rubin, Stuart, and Zanutto (2004) explain: Value-added assessment is a complex issue, and we appreciate the efforts of Ballou et al. (2004), McCaffrey et al. (2004) and Tekwe et al. (2004).”
Searching for Effective Teachers with Imperfect Information (2010, background): “…cation of causal teacher effects with observational data are extraordinarily strong and rarely tested (Andrabi, Das, Khwaja, and Zajonc, 2009; McCaffrey, Lockwood, Koretz, Louis, and Hamilton, 2004; Raudenbush, 2004; Rothstein, 2010; Rubin, Stuart, and Zanutto, 2004; Todd and Wolpin, 2003).”
The design versus the analysis of observational studies for causal effects: parallels with the design of randomized trials (2007, unknown): “, see [21]).”
Value-Added Modeling of Teacher Effectiveness: An Exploration of Stability across Models and Contexts (2010, background): “(For an excellent discussion, see Rubin et al., 2004).”
Different Tests, Different Answers (2011, background): “Several scholars have recently questioned whether these approaches accurately identify causal teacher effects (Rothstein, 2007; Rubin et al., 2004); this article leaves aside that important question and focuses instead on value-added models as they have been implemented.”
Methodological Concerns About the Education Value-Added Assessment System (2008, background): “Very few studies of this type exist ( Rubin, Stuart, & Zanutto, 2004 ).”