2020 ◽  
pp. 1-23
Author(s):  
HALIT YANIKKAYA ◽  
ABDULLAH ALTUN

This study compares the impacts of gross trade openness measures with trade openness in value-added measures on economic growth for the years 1995–2014 by employing a dynamic panel data estimation. Our findings suggest that although gross trade shares promote growth, using value-added trade shares magnifies this positive effect. Compared with gross terms, estimates also imply that while exports in value-added terms have much larger growth effect, imports in value-added terms have no significant impact. We then evaluate the impacts of tariffs on growth in terms of gross trade and trade in value added separately. Although our results imply the negative growth effects of gross import tariffs, this negative impact disappears for tariffs in value-added terms. These results reaffirm that trade protectionism has potential to lower global growth through reducing exports because it is clear that export shares regardless of their measurements and disaggregation levels promote growth. Our results indicate that countries should support not only exports of final products but also exports of intermediates. However, given the necessity of imports for exports, our results do not lend any evidence to discourage overall imports.


2010 ◽  
Vol 24 (3) ◽  
pp. 167-182 ◽  
Author(s):  
Kevin Lang

One of the potential strengths of the No Child Left Behind (NCLB) Act enacted in 2002 is that the law requires the production of an enormous amount of data, particularly from tests, which, if used properly, might help us improve education. As an economist and as someone who served 13 years on the School Committee1 in Brookline Massachusetts, until May 2009, I have been appalled by the limited ability of districts to analyze these data; I have been equally appalled by the cavalier manner in which economists use test scores and related measures in their analyses. The summary data currently provided are very hard to interpret, and policymakers, who typically lack statistical sophistication, cannot easily use them to assess progress. In some domains, most notably the use of average test scores to evaluate teachers or schools, the education community is aware of the biases and has sought better measures. The economics and statistics communities have both responded to and created this demand by developing value-added measures that carry a scientific aura. However, economists have largely failed to recognize many of the problems with such measures. These problems are sufficiently important that they should preclude any automatic link between these measures and rewards or sanctions. They do, however, contain information and can be used as a catalyst for more careful evaluation of teachers and schools, and as a lever to induce principals and other administrators to act on their knowledge.


2018 ◽  
Vol 91 (2) ◽  
pp. 132-158 ◽  
Author(s):  
Paul Hanselman

Are equal educational opportunities sufficient to narrow long-standing economic and racial inequalities in achievement? In this article, I test the hypothesis that poor and minority students benefit less from effective elementary school teachers than do their nonpoor and white peers, thus exacerbating inequalities. I use administrative data from public elementary schools in North Carolina to calculate value-added measures of teachers’ success in promoting learning, and I assess benefits for different students. Results suggest that differential benefits of effective teachers uniquely exacerbate black–white inequalities but do not contribute to economic achievement gaps. Racial differences are small, on average, relative to the benefits for all groups; are not explained by differences in prior achievement; and are largest for low-achieving students. Teacher-related learning opportunities are crucial for all students, but these results point to a disconnect between typical school learning opportunities and low-achieving minority students.


2020 ◽  
Vol 49 (5) ◽  
pp. 335-349
Author(s):  
Allison Atteberry ◽  
Daniel Mangan

Papay (2011) noticed that teacher value-added measures (VAMs) from a statistical model using the most common pre/post testing timeframe–current-year spring relative to previous spring (SS)–are essentially unrelated to those same teachers’ VAMs when instead using next-fall relative to current-fall (FF). This is concerning since this choice–made solely as an artifact of the timing of statewide testing–produces an entirely different ranking of teachers’ effectiveness. Since subsequent studies (grades K/1) have not replicated these findings, we revisit and extend Papay’s analyses in another Grade 3–8 setting. We find similarly low correlations (.13–.15) that persist across value-added specifications. We delineate and apply a literature-based framework for considering the role of summer learning loss in producing these low correlations.


2003 ◽  
Vol 25 (3) ◽  
pp. 287-298 ◽  
Author(s):  
Haggai Kupermintz

This article addresses the validity of teacher evaluation measures produced by the Tennessee Value Added Assessment System (TVAAS). The system analyzes student test score data and estimates the effects of individual teachers on score gains. These effects are used to construct teacher value-added measures of teaching effectiveness. We describe the process of generating teacher effectiveness estimates in TVAAS and discuss policy implications of using these estimates for accountability purposes. Specifically, the article examines the TVAAS definition of teacher effectiveness, the mechanism employed in calculating numerical estimates of teacher effectiveness, and the relationships between these estimates and student ability and socioeconomic background characteristics. Our validity analyses point to several logical and empirical weaknesses of the system, and underscore the need for a strong validation research program on TVAAS.


2018 ◽  
Vol 44 (5) ◽  
pp. 725-747 ◽  
Author(s):  
Tim T. Morris ◽  
Neil M. Davies ◽  
Danny Dorling ◽  
Rebecca C. Richmond ◽  
George Davey Smith

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