Student sorting and bias in value added estimation: Selection on observables and unobservables
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Non-random assignment of students to teachers can bias value added estimates of teachers' causal effects. Rothstein (2008a, b) shows that typical value added models indicate large counter-factual effects of 5th grade teachers on students' 4th grade learning, indicating that classroom assignments are
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美国国家经济研究局创建时间：
2009-01-01
