Value-Added Analysis and Education Policy
This brief describes estimation and measurement issues relevant to estimating the quality of instruction in the context of a cumulative model of learning. The discussion highlights the importance of accounting for student differences and the advantages of focusing on student achievement gains as opposed to differences in test scores.
Keywords: Cumulative Model of Learning, Student Achievement, Quality
Citation: Steven Rivkin (2007). Value-Added Analysis and Education Policy. CALDER Working Paper No.
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