The B.E. Journal of Economic
Analysis & Policy
Volume 12, Issue 1 2012 Article 52
Test Measurement Error and Inference from
Cory Koedel∗ Rebecca Leatherman†
∗University of Missouri - Columbia, firstname.lastname@example.org
†University of Missouri-Columbia, email@example.com
‡University of Missouri-Columbia, firstname.lastname@example.org
Cory Koedel, Rebecca Leatherman, and Eric Parsons (2012) “Test Measurement Error and Infer-
ence from Value-AddedModels,” The B.E. Journal of Economic Analysis
Objective: The innovative ecosystems consist of a large number of complementary elements, and their effectiveness depends on how well the elements interact with each other. Corruption erodes public trust, which is necessary to enable the cooperation of entities. The aim of the research is to formulate the comprehensive approach to nurturing the compliance culture of the innovation ecosystem.
Methodology: This research study was realized with non-empirical (theoretical) research, which seeks solutions to problems using existing knowledge as its source. Prototyping of a new anti-corruption approach was based on usage of application of existing knowledge and existing experience resulting from the implementation of Norton Kaplan balanced scorecard and Kotter’s process for leading change.
Findings: It was found that the balanced scorecard of compliance culture in innovation ecosystem might enhance anti-corruption outcome. Identification of nine anti-corruption variables and using them to plan and realize corruption prevention might influence the anti-corruption effectiveness.
Value Added: Model of acceleration of anti-corruption changes in the organization was proposed.
Recommendations: Proposed original, unique comprehensive approach to anti-corruption within organizations will help to achieve the positive effects faster, which will enhance positive anti-corruption trends within and outside the innovation ecosystem.
How statistics rescued a damsel in distress 110
9 assessing teachers from student scores:
on the Practicality of value-addedModels 120
x c o n t e n t s
10 shopping for colleges When What We
Know ain’t 139
11 of cats and claims: The first step
toward Wisdom 147
: http://files.eric.ed.gov/fulltext/ED495953.pdf . 16. Sztanderska U., Elżbieta Drogosz-Zabłocka E. (eds.). (2013), Koszty edukacji ponadgimnazjalnej i policealnej [The Costs of Middle and Secondary Education], Instytut Badań Edukacyjnych. 17. Thomas S.M., Mortimore P. (1996), Comparison of valueaddedmodels for secondary school effectiveness , “Research Papers in Education”, No. 11, pp.5-33, DOI: 10.1080/0267152960110103 18. Timmermans A.C., Doolaard S., de Wolf I. (2011), Conceptual and empirical differences among various value-addedmodels for accountability
states, we can simply look at the
accountability programs adopted by (arguably) the three most widely studied states to
date: Texas, North Carolina and California. The rewards program implemented in Texas
is essentially based on a “value-added” model that uses year-to-year test score gains as the
evaluation metric. The use of the valueaddedmodel could be rationalized from a statistical
point of view if the relationship between intake and follow-up achievement is linear with a
unit slope, whence score gains become the outcome of interest.2 Unlike the Texas program
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