Abstract
AbstractWhen using school performance indicators for the purposes of accountability and school choice, it is very important that measures are stable over time. This issue is very relevant when the system is based on the allocation of students to the same teachers for the whole educational cycle (e.g. at primary school level). Using administrative data provided by the National Evaluation Committee for Education (INVALSI), we explore the stability of performance estimates for Italian primary schools. We first construct school performance metrics using INVALSI standardised tests, by taking advantage of a rich array of individual‐level variables (including prior achievement) that allow us to estimate a school effect in a ‘value added’ perspective. We assess differences in performance across schools and the persistence of these differences across cohorts. We find that controlling for compositional differences is important; therefore, estimates of school performances are unstable across metrics, and correlations across cohorts decline over time.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.