Testing the validity of value-added measures of educational progress with genetic data.

ABSTRACT: Value-added measures of educational progress have been used by education researchers and policy-makers to assess the performance of teachers and schools, contributing to performance-related pay and position in school league tables. They are designed to control for all underlying differences between pupils and should therefore provide unbiased measures of school and teacher influence on pupil progress, however, their effectiveness has been questioned. We exploit genetic data from a UK birth cohort to investigate how successfully value-added measures control for genetic differences between pupils. We use raw value-added, contextual value-added (which additionally controls for background characteristics) and teacher-reported value-added measures built from data at ages 11, 14 and 16. Sample s

SUBMITTER: Morris TT 

PROVIDER: S-EPMC6448053 | biostudies-literature | 2018 Oct

REPOSITORIES: biostudies-literature