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The B.E. Journal of Economic Analysis & Policy Topics Volume 12, Issue 1 2012 Article 52 Test Measurement Error and Inference from Value-Added Models Cory Koedel∗ Rebecca Leatherman† Eric Parsons‡ ∗University of Missouri - Columbia, koedelc@missouri.edu †University of Missouri-Columbia, rebecca.whitworth@mail.missouri.edu ‡University of Missouri-Columbia, parsonses@missouri.edu Recommended Citation Cory Koedel, Rebecca Leatherman, and Eric Parsons (2012) “Test Measurement Error and Infer- ence from Value-Added Models,” The B.E. Journal of Economic Analysis

Volume 3, Issue 2 2012 Article 1 Statistics, Politics, and Policy The Value Deming's Ideas Can Add to Educational Evaluation Sharon L. Lohr, Arizona State University Recommended Citation: Lohr, Sharon L. (2012) "The Value Deming's Ideas Can Add to Educational Evaluation," Statistics, Politics, and Policy: Vol. 3: Iss. 2, Article 1. DOI: 10.1515/2151-7509.1057 ©2012 De Gruyter. All rights reserved. The Value Deming's Ideas Can Add to Educational Evaluation Sharon L. Lohr Abstract Value-added models are being implemented in many states in an attempt to measure the

Establishing Student-Teacher Linkages: What are the Implications for High-Stakes Personnel Policies in an Urban School District?," Statistics, Politics, and Policy: Vol. 3: Iss. 2, Article 4. DOI: 10.1515/2151-7509.1035 ©2012 De Gruyter. All rights reserved. Teacher Effect Estimates and Decision Rules for Establishing Student-Teacher Linkages: What are the Implications for High-Stakes Personnel Policies in an Urban School District? Bing Han, Daniel McCaffrey, Matthew G. Springer, and Michael Gottfried Abstract Both research and practice of value-added models (VAM) have been

Abstract

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.

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dangerous Thing: How statistics rescued a damsel in distress 110 9 assessing teachers from student scores: on the Practicality of value-added Models 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 Epilogue 156 References 159 Index 165

: 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 value added models 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-added models 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-addedmodel that uses year-to-year test score gains as the evaluation metric. The use of the value added model 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

References Braun, H. I. (2013). Value-added modeling and the power of magical thinking. Ensaio: Evaluation of Public Policies in Education [Brazil] 21115–130. doi: 10.1590/S0104-40362013000100007 Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research on teaching. In N. L. Gage (Ed.), Handbook of research on teaching. Chicago, IL: Rand McNally. Cartwright, N. (2014). Causal Inference. In N. Cartwright & E. Montuschi (Eds.), Philosophy of Social Science (pp. 308–326). Oxford, UK: Oxford University Press. Chambers, J

J.A. Boydston (Ed.), Middle works of John Dewey , Vol. 7: 1912–1914 . Carbondale, IL: Southern Illinois University Press. Doran, H.C., & Lockwood, J.R. (2006). Fitting value-added models. Journal of Educational and Behavioral Statistics , 31 (2). Durand, M. (2013). Human activity, social practices and lifelong education: an introduction. International Journal of Lifelong Education , 32 (1). Frabboni, F. (2004). Il laboratorio . Laterza: Roma-Bari. Frauenfelder, E., & Santoianni, F. (2002). Percorsi dell’apprendimento percorsi per l’insegnamento . Armando

, 35–36, 40–42, 50 examinee choice and, 86, 101 optional SAT policy and, 9 value-added models and, 121, 132–33 Encyclopedia of Statistics in Behavioral Sci- ence, 123n5 English, 104, 128 aptitude tests and, 22, 25, 27, 52n21, 55 comparative analysis of tests and, 61–70 examinee choice and, 75–76 entrance exams. See admissions exams Ephraimites, 4–5 epistemology, 1–4, 158 equating comparative analysis and, 57–72 co-scaling and, 62–66, 70 equipercentile, 61n2 evidence-based, 24–25 examinee choice and, 77–79, 83–88, 101 faith-based, 24–25 language and, 25