scholarly journals Teacher Expectations Matter

2020 ◽  
Vol 102 (2) ◽  
pp. 234-251 ◽  
Author(s):  
Nicholas W. Papageorge ◽  
Seth Gershenson ◽  
Kyung Min Kang
Keyword(s):  
Measurement Error ◽  
Black Students ◽  
Unique Feature ◽  
Teacher Expectations ◽  
Educational Expectations ◽  
College Completion ◽  
Measurement Error Model ◽  
Grade Teacher ◽  
Tenth Grade ◽  
Nationally Representative

We show that tenth-grade teacher expectations affect students' likelihood of college completion. Our approach leverages a unique feature of a nationally representative dataset: two teachers provided their educational expectations for each student. Identification exploits teacher disagreements about the same student, an idea we formalize using a measurement error model. We estimate an elasticity of college completion with respect to teachers' expectations of 0.12. On average, teachers are overly optimistic, though white teachers are less so with black students. More accurate beliefs are counterproductive if there are returns to optimism or sociodemographic gaps in optimism. We find evidence of both.

scholarly journals ON THE UNIFORM CONVERGENCE OF DECONVOLUTION ESTIMATORS FROM REPEATED MEASUREMENTS

2021 ◽  
pp. 1-22
Author(s):  
Daisuke Kurisu ◽  
Taisuke Otsu
Keyword(s):  
Multivariate Analysis ◽  
Measurement Error ◽  
Uniform Convergence ◽  
Measurement Errors ◽  
Convergence Rates ◽  
Free Variable ◽  
Error Model ◽  
Repeated Measurements ◽  
Empirical Characteristic Function ◽  
Measurement Error Model

This paper studies the uniform convergence rates of Li and Vuong’s (1998, Journal of Multivariate Analysis 65, 139–165; hereafter LV) nonparametric deconvolution estimator and its regularized version by Comte and Kappus (2015, Journal of Multivariate Analysis 140, 31–46) for the classical measurement error model, where repeated noisy measurements on the error-free variable of interest are available. In contrast to LV, our assumptions allow unbounded supports for the error-free variable and measurement errors. Compared to Bonhomme and Robin (2010, Review of Economic Studies 77, 491–533) specialized to the measurement error model, our assumptions do not require existence of the moment generating functions of the square and product of repeated measurements. Furthermore, by utilizing a maximal inequality for the multivariate normalized empirical characteristic function process, we derive uniform convergence rates that are faster than the ones derived in these papers under such weaker conditions.

scholarly journals Quasi Score is more Efficient than Corrected Score in a Polynomial Measurement Error Model

Metrika ◽  
2006 ◽  
Vol 65 (3) ◽  
pp. 275-295 ◽  
Author(s):  
Sergiy Shklyar ◽  
Hans Schneeweiss ◽  
Alexander Kukush
Keyword(s):  
Measurement Error ◽  
Error Model ◽  
Measurement Error Model ◽  
Corrected Score

scholarly journals Application of a Repeat-Measure Biomarker Measurement Error Model to 2 Validation Studies: Examination of the Effect of Within-Person Variation in Biomarker Measurements

2011 ◽  
Vol 173 (6) ◽  
pp. 683-694 ◽  
Author(s):  
Sarah Rosner Preis ◽  
Donna Spiegelman ◽  
Barbara Bojuan Zhao ◽  
Alanna Moshfegh ◽  
David J. Baer ◽  
...  
Keyword(s):  
Measurement Error ◽  
Validation Studies ◽  
Error Model ◽  
Measurement Error Model ◽  
Repeat Measure

Measurement error model for misclassified binary responses

2005 ◽  
Vol 24 (2) ◽  
pp. 269-283 ◽  
Author(s):  
Surupa Roy ◽  
T. Banerjee ◽  
Tapabrata Maiti
Keyword(s):  
Measurement Error ◽  
Error Model ◽  
Measurement Error Model ◽  
Binary Responses

Does generational status matter in college? Expectations and academic performance among second-generation college students in the US

Ethnicities ◽  
2018 ◽  
Vol 18 (4) ◽  
pp. 571-602 ◽  
Author(s):  
David K Kirui ◽  
Grace Kao
Keyword(s):  
Generational Differences ◽  
Educational Expectations ◽  
The United States ◽  
Generational Status ◽  
Immigrant Parents ◽  
Advanced Degrees ◽  
College Degrees ◽  
The Us ◽  
Nationally Representative ◽  
Immigrant Optimism

Using the 2004–2009 wave of the Beginning Postsecondary Students Longitudinal Study, a nationally representative sample of students who enroll in college in 2004, we examine generational differences in the relationship between educational expectations, academic achievement, and college persistence among native-born and immigrant youth in the United States. Using the theory of immigrant optimism, which has primarily focused on high school youth, we examine whether immigrant parents provide children an advantage in completing their college degrees. Our analyses suggest that students who have at least one immigrant parent are (1) more likely to expect to earn advanced degrees and (2) more likely to complete college on time and less likely to withdraw with no degree compared to their counterparts with native-born parents. We also find that the higher expectations held by these students are associated with higher levels of persistence and attainment. We argue that the optimism conferred by having immigrant parents persists through young adulthood.

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