The Promise and Pitfalls of Using Imprecise School Accountability Measures

By Thomas J. Kane, Douglas O. Staiger. 2002

587 citations recorded by the source corpus.

Subfields: Economics and Econometrics, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/ee6457fad740e363aa0ab3ffe610654e18d0d99b

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Citations in the corpus

Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains (2010, background): “As discussed by Kane and Staiger (2002a, 2002b), estimation error stems from two sources: (1) random differences across classrooms in unmeasured factors related to test scores, such as student abilities, background factors, and other student-level influences; and (2) idiosyncratic unmeasured…”
When Do Better Schools Raise Housing Prices? Evidence from Paris Public and Private Schools. CEE DP 119. (2010, background): “The evidence is more mixed as to whether information on school effectiveness (essentially in the form of valued added measured of school performance) affects school markets(Kane and Staiger, 2002; Hastings et al., 2007; Mizala and Urquiola, 2008).”
Quality Disclosure and Certification: Theory and Practice (2010, background): “Kane and Staiger (2002) argue that it is misleading to reward or Large sample size can minimize sampling error but does nothing for mean reversion.”
Identifying Effective Teachers Using Performance on the Job. The Hamilton Project Policy Brief No. 2006-01. (2006, background): “In Kane and Staiger (2002), we estimate that a 1 standard deviation increase in test scores is associated with a $110,000 to $256,000 increase in the present value of lifetime earnings for an eighteen-year-old.”
Searching for Effective Teachers with Imperfect Information (2010, methodology): “Willett, and Levy, 1995; Neal and Johnson, 1996).4 Kane and Staiger (2002) estimated that the value of a one standard deviation gain in math scores would have been worth $110,000 at age 18 using the Murnane et al. estimates, and $256,000 using the Neal and Johnson results.”
Grouped Patterns of Heterogeneity in Panel Data (2015, unknown): “Moreover, using (42), (43), and the definition of ( θ̂, α̂ ) yields:”
Which school attributes matter? The influence of school district performance and demographic composition on property values (2008, background): “Similarly, Leech and Campos [30], Kain, Staiger, and Samms [27], Kain, Staiger, and Riegg [26], 1 Clapp and Ross [10] find that school segregation would have fallen in Connecticut over the 1990’s except that those declines were offset by the increasing share of minority students in the state.”
Preferences and Heterogeneous Treatment Effects in a Public School Choice Lottery (2006, background): “Alternatively, estimates of the impact that test scores have on future earnings suggest that a 0.1 standard deviation in increase in test scores is worth $10,000 to $20,000 in net present value of future earnings (Kane and Staiger, 2002).”
Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance (2017, background): “Kane and Staiger (2002) note that variances of rating systems are higher when there are small classes or fewer courses, and that a few disgruntled students can have a large and disproportionate impact on averages.”
A Composite Estimator of Effective Teaching (2013, background): “As noted by Kane and Staiger (2002) the correlation between the target and the composite measure determines the accuracy of the measure.”