Simple and Credible Value-Added Estimation Using Centralized School Assignment

Classroom Assignment Practices in Urban School Districts Using Teacher Level Value-Added Systems

Recent econometric studies have begun to assess validity of value-added metrics in light of the non-random assignment of students to teachers. Value-added models (VAMs) assume student learning trajectories will remain the same across years, but students often experience changes that influence their learning. As a result, teachers’ ratings may be affected by factors that are unrelated to classro...

The Persistence of School - Level Value - Added

value added tax and tax evasion

The phenomenon of tax evasion has been always one of the most major issues among economists due to it's devastating effects on the economy and the process of economic development. Many scholars have always sought to provide solutions to reduce and limit tax evasion. The introduction of the VAT system can be seen as a milestone in the area of economic transparency and tax evasion, which refers t...

The Added Value of Value Added Tax

Raising domestic tax revenues is a priority for most sub-Saharan African countries. But the tax bases in most African countries are undermined by widespread tax avoidance and evasion. A new study from CMI supports the claim that improved knowledge about the tax system makes a difference in people’s willingness to pay tax. The study shows that exposure to Value-AddedTax (VAT) makes people take a...

Student sorting and bias in value added estimation:

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 far from random. This paper quantifies the resulting biases in estimates of 5th grade teachers’ ...