Learning More with Every Year: School Year Productivity and International Learning Divergence

2019 ◽  
Vol 18 (4) ◽  
pp. 1770-1813 ◽  
Author(s):  
Abhijeet Singh
Keyword(s):  
Test Scores ◽  
Causal Effect ◽  
Value Added ◽  
The Other ◽  
Cross Sectional ◽  
Primary Schooling ◽  
School Year ◽  
Quantitative Skills ◽  
Value Added Models ◽  
International Learning

Abstract I use unique child-level panel data from Ethiopia, India, Peru, and Vietnam, four developing countries with widely differing levels of student achievement, to study the extent to which differences in the productivity of primary schooling can explain international differences in human capital. I document, using identical tests of quantitative skills across countries, that although some cross-sectional gaps in test scores between these countries are evident at preschool ages, these grow substantially in the first 2–3 years of schooling. By the age of 8 years, differences are particularly stark between Vietnam and the other three countries. Using value-added models, and a regression-discontinuity design based on enrolment guidelines, I show that the causal effect of an extra grade of schooling on test scores is substantially higher in Vietnam by 0.25–0.4 standard deviations compared to the other countries. This differential productivity of a school year accounts for most of the cross-country achievement gap at 8 years of age. Equalizing the exposure to and the productivity of schooling closes the gap with Vietnam almost entirely for Peru and India and by ∼60% for Ethiopian students enrolled.

The Implications of Summer Learning Loss for Value-Added Estimates of Teacher Effectiveness

2016 ◽  
Vol 32 (1) ◽  
pp. 55-85 ◽  
Author(s):  
Seth Gershenson ◽  
Michael S. Hayes
Keyword(s):  
Teacher Effectiveness ◽  
Test Scores ◽  
Value Added ◽  
The United States ◽  
Summer Learning Loss ◽  
Learning Loss ◽  
Summer Learning ◽  
School Year ◽  
Value Added Models ◽  
Nationally Representative

School districts across the United States increasingly use value-added models (VAMs) to evaluate teachers. In practice, VAMs typically rely on lagged test scores from the previous academic year, which necessarily conflate summer with school-year learning and potentially bias estimates of teacher effectiveness. We investigate the practical implications of this problem by comparing estimates from “cross-year” VAMs with those from arguably more valid “within-year” VAMs using fall and spring test scores from the nationally representative Early Childhood Longitudinal Study–Kindergarten Cohort (ECLS-K). “Cross-year” and “within-year” VAMs frequently yield significant differences that remain even after conditioning on participation in summer activities.

scholarly journals Impact of Contextual Predictors on Value-Added Teacher Effectiveness Estimates

2020 ◽  
Vol 10 (12) ◽  
pp. 390
Author(s):  
Ismail Aslantas
Keyword(s):  
Teacher Effectiveness ◽  
Test Scores ◽  
Value Added ◽  
School Characteristics ◽  
School Life ◽  
Student Academic Performance ◽  
Value Added Models ◽  
Math Test ◽  
Math Test Scores ◽  
The Relationship

It is widely believed that the teacher is one of the most important factors influencing a student’s success at school. In many countries, teachers’ salaries and promotion prospects are determined by their students’ performance. Value-added models (VAMs) are increasingly used to measure teacher effectiveness to reward or penalize teachers. The aim of this paper is to examine the relationship between teacher effectiveness and student academic performance, controlling for other contextual factors, such as student and school characteristics. The data are based on 7543 Grade 8 students matched with 230 teachers from one province in Turkey. To test how much progress in student academic achievement can be attributed to a teacher, a series of regression analyses were run including contextual predictors at the student, school and teacher/classroom level. The results show that approximately half of the differences in students’ math test scores can be explained by their prior attainment alone (47%). Other factors, such as teacher and school characteristics explain very little the variance in students’ test scores once the prior attainment is taken into account. This suggests that teachers add little to students’ later performance. The implication, therefore, is that any intervention to improve students’ achievement should be introduced much earlier in their school life. However, this does not mean that teachers are not important. Teachers are key to schools and student learning, even if they are not differentially effective from each other in the local (or any) school system. Therefore, systems that attempt to differentiate “effective” from “ineffective” teachers may not be fair to some teachers.

A game of snakes and ladders: Player migratory trajectories in the global football labor market

2016 ◽  
Vol 53 (6) ◽  
pp. 706-725 ◽  
Author(s):  
Thijs A Velema
Keyword(s):  
Labor Market ◽  
Value Added ◽  
Skewed Distribution ◽  
The Other ◽  
Football Players ◽  
Cross Sectional ◽  
Cross Border ◽  
Cross Sectional Design ◽  
Transfer Fees ◽  
Longitudinal Dataset

Globalization theorists have typically described the post-Bosman football labor market as an amalgam of global value-added chains funneling players from (semi-)peripheral countries to Europe’s core leagues. However, due to their cross-sectional design, most globalization studies actually do not observe the longitudinal migratory trajectories through which players move towards, within and out of football’s global core. To fill this lacuna, this study examines a unique longitudinal dataset of 4730 complete careers of male professional football players and identifies four characteristics of their migratory trajectories: (1) recurrent mobility; (2) domestic careers for 60% of the players and frequent cross-border transfers for the other 40%; (3) clear career progress towards the top teams for the elite 10% of players and circulation for the other 90%; (4) a highly skewed distribution of transfer fees leading top teams to earn and spend the bulk of transfer fees. This suggests that football’s labor market is somewhat like a game of snakes and ladders in which an elite minority of players seems to be moving in tightly managed global value-added chains towards the top teams. However, the migratory channels through which the majority of players moves are much more porous, two-directional and complex than usually suggested in the literature.

Assumptions of Value-Added Models for Estimating School Effects

2009 ◽  
Vol 4 (4) ◽  
pp. 492-519 ◽  
Author(s):  
Sean F. Reardon ◽  
Stephen W. Raudenbush
Keyword(s):  
Functional Form ◽  
Value Added ◽  
School Effects ◽  
The Other ◽  
Interval Scale ◽  
Value Added Models ◽  
Prior Literature ◽  
Observable Data ◽  
Unbiased Estimates

The ability of school (or teacher) value-added models to provide unbiased estimates of school (or teacher) effects rests on a set of assumptions. In this article, we identify six assumptions that are required so that the estimands of such models are well defined and the models are able to recover the desired parameters from observable data. These assumptions are (1) manipulability, (2) no interference between units, (3) interval scale metric, (4) homogeneity of effects, (5) strongly ignorable assignment, and (6) functional form. We discuss the plausibility of these assumptions and the consequences of their violation. In particular, because the consequences of violations of the last three assumptions have not been assessed in prior literature, we conduct a set of simulation analyses to investigate the extent to which plausible violations of them alter inferences from value-added models. We find that modest violations of these assumptions degrade the quality of value-added estimates but that models that explicitly account for heterogeneity of school effects are less affected by violations of the other assumptions.

The Impact of Summer Learning Loss on Measures of School Performance

2017 ◽  
Vol 12 (4) ◽  
pp. 468-491 ◽  
Author(s):  
Andrew McEachin ◽  
Allison Atteberry
Keyword(s):  
School Quality ◽  
Value Added ◽  
School Level ◽  
Summer Learning Loss ◽  
Learning Loss ◽  
Education Policies ◽  
Summer Learning ◽  
School Year ◽  
Value Added Models ◽  
The Impact

State and federal accountability policies are predicated on the ability to estimate valid and reliable measures of school impacts on student learning. The typical spring-to-spring testing window potentially conflates the amount of learning that occurs during the school year with learning that occurs during the summer. We use a unique dataset to explore the potential for students’ summer learning to bias school-level value-added models used in accountability policies and research on school quality. The results of this paper raise important questions about the design of performance-based education policies, as well as schools’ role in the production of students’ achievement.

Estimating the Magnitude of the Relation Between Bullying, E-Bullying, and Suicidal Behaviors Among United States Youth, 2015

Crisis ◽  
2019 ◽  
Vol 40 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Kevin S. Kuehn ◽  
Annelise Wagner ◽  
Jennifer Velloza
Keyword(s):  
Adolescent Suicide ◽  
Suicide Attempts ◽  
Causal Effect ◽  
Strong Association ◽  
Cross Sectional ◽  
Average Causal Effect ◽  
Effects Of Bullying ◽  
Pc Algorithm ◽  
Nationally Representative ◽  
Significant Covariates

Abstract. Background: Suicide is the second leading cause of death among US adolescents aged 12–19 years. Researchers would benefit from a better understanding of the direct effects of bullying and e-bullying on adolescent suicide to inform intervention work. Aims: To explore the direct and indirect effects of bullying and e-bullying on adolescent suicide attempts (SAs) and to estimate the magnitude of these effects controlling for significant covariates. Method: This study uses data from the 2015 Youth Risk Behavior Surveillance Survey (YRBS), a nationally representative sample of US high school youth. We quantified the association between bullying and the likelihood of SA, after adjusting for covariates (i.e., sexual orientation, obesity, sleep, etc.) identified with the PC algorithm. Results: Bullying and e-bullying were significantly associated with SA in logistic regression analyses. Bullying had an estimated average causal effect (ACE) of 2.46%, while e-bullying had an ACE of 4.16%. Limitations: Data are cross-sectional and temporal precedence is not known. Conclusion: These findings highlight the strong association between bullying, e-bullying, and SA.

Obesity in relation to risk factors and socioeconomic conditions among school-age children at Khartoum State 2011/2012

2019 ◽  
Vol 9 (5) ◽  
pp. 413-416
Author(s):  
Dr. Suzan Ail Yousif Abo* ,Dr. ALI abdalazez Salih
Keyword(s):  
Risk Factors ◽  
Cross Sectional Study ◽  
School Age Children ◽  
Anthropometric Measurement ◽  
Socioeconomic Conditions ◽  
Cross Sectional ◽  
School Year ◽  
Prevalence Of Obesity ◽  
Class Room ◽  
Watching Tv

This is a descriptive cross-sectional study that was carried out at Khartoum Stateduring the school year 20112/2012 to estimate the prevalence of obesity among schoolchildren aged 6-15 years and to investigate the relationship between BMI (Body MassIndex) and socioeconomic status and life style factors. Two hundred and fifty pupilsparticipated in this study. The researcher took the anthropometric measurement insidethe class room and gave the questionnaire the students to be answered by one of child’sparents. The data was analyzed using the Statistical Package for the Social Sciences(SPSS Version 13.0).In this study, prevalence of obesity was found to be (48%) of them 18% males and 30%females. Income of the family, number of high caloric carbonated beverages/week, wayof transportation to school, length of daily playing outside the home, and time spentin watching TV and video games were significantly correlated with student’s BMI.While parent’s BMI was not having significant correlation with student’s BMI.This study is considered as the first study in its field regarding this age category inKhartoum State, and it is promoting future researches in obesity and its determinant.Key words: Obesity in relation to risk factors and socioeconomic conditions amongschool-age children

NEUROTIC SYMPTOMATICS RELATED TO PERSONAL CHARACTERISTICS IN YOUTH

2019 ◽  
pp. 2014-2019
Author(s):  
Milen Dimov
Keyword(s):  
Personal Characteristics ◽  
The Self ◽  
The Other ◽  
Social Responsiveness ◽  
Training Process ◽  
Self Assessment ◽  
School Year ◽  
Real Behavior ◽  
Low Levels ◽  
The Ideal

The present study traces the dynamics of personal characteristics in youth and the manifested neurotic symptoms in the training process. These facts are the reason for the low levels of school results in the context of the existing theoretical statements of the problem and the empirical research conducted among the trained teenagers. We suggest that the indicators of neurotic symptomatology in youth – aggression, anxiety, and neuroticism, are the most demonstrated, compared to the other studied indicators of neurotic symptomatology. Studies have proved that there is a difference in the act of neurotic symptoms when tested in different situations, both in terms of expression and content. At the beginning of the school year, neurotic symptoms, more demonstrated in some aspects of aggressiveness, while at the end of school year, psychotism is more demonstrated. The presented summarized results indicate that at the beginning of the school year, neurotic symptoms are strongly associated with aggression. There is a tendency towards a lower level of social responsiveness, both in the self-assessment of real behavior and in the ideal “I”-image of students in the last year of their studies. The neurotic symptomatology, more demonstrated due to specific conditions in the life of young people and in relation to the characteristics of age.

Sign in / Sign up

Export Citation Format

Share Document