Publication type
Journal Article
Authors
Publication date
February 15, 2018
Summary:
The estimation of education production models used to evaluate the effect of school inputs and past skills on test scores, often called value-added models, can be biased by three main econometric issues: unobserved child characteristics, unobserved family and school characteristics and measurement error. We propose a two-step estimation technique which exploits the availability of test scores across time, subjects, families and schools in a unique administrative data set for England to correct for these potential biases. Our empirical results suggest that omitting school characteristics biases the estimation of the effect of school expenditure, whereas omitting unobserved child endowment biases the estimation of the effect of past skills but not the effect of school expenditure.
Published in
Journal of the Royal Statistical Society Series A (Statistics in Society)
Volume and page numbers
Volume: 181 , p.487 -515
DOI
https://dx.doi.org/10.1111/rssa.12304
ISSN
9641998
Subjects
Notes
Open Access
This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.
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