Thomas van Huizen, Madelon Jacobs, Matthijs Oosterveen
arXiv 8 Jan 2024 · Econometrics · 3 citations (OpenAlex)
arXiv:2401.04200 · PDF · DOI · OpenAlex · Extracted main text
Subjective teacher evaluations play a key role in shaping students' educational trajectories. Previous studies have shown that students of low socioeconomic status (SES) receive worse subjective evaluations than their high SES peers, even when they score similarly on objective standardized tests. This is often interpreted as evidence of teacher bias. Measurement error in test scores challenges this interpretation. We discuss how both classical and non-classical measurement error in test scores generate a biased coefficient of the conditional SES gap, and consider three empirical strategies to address this bias. Using administrative data from the Netherlands, where secondary school track recommendations are pivotal teacher judgments, we find that measurement error explains 35 to 43% of the conditional SES gap in track recommendations.
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The works this paper leans on most, across its whole bibliography — not restricted to papers in our corpus. Ranked by composite intensity, which combines how often a work is mentioned, how many sections mention it, and how much of that falls in the main text rather than the appendix.
| Reference | Intensity | Mentions | Sections | Main text | |
|---|---|---|---|---|---|
| 1 | Cito (2017) Rekenen-wiskunde 3.0 voor groep 7 | 0.843 | 3 | 3 | 100% |
| 2 | Hyslop, D. R. and G. W. Imbens (2001) Bias from classical and other forms of measurement error | 0.811 | 4 | 2 | 100% |
| 3 | Ferman, B. and L. F. Fontes (2022) Assessing knowledge or classroom behavior? Evidence of teachers’ grading bias | 0.737 | 3 | 2 | 100% |
| 4 | Gillen, B., E. Snowberg, and L. Yariv (2019) Experimenting with measurement error: Techniques with applications to the Caltech Cohort Study | 0.737 | 3 | 2 | 100% |
| 5 | Jacob, B. and J. Rothstein (2016) The measurement of student ability in modern assessment systems | 0.737 | 3 | 2 | 100% |
| 6 | Botelho, F., R. A. Madeira, and M. A. Rangel (2015) Racial discrimination in grading: Evidence from Brazil | 0.644 | 2 | 2 | 100% |
| 7 | de Ree, J., M. Oosterveen, and D. Webbink (2023) The quality of school track assignment decisions by teachers | 0.644 | 2 | 2 | 100% |
| 8 | Eggen, T. and P. Sanders (1993) Psychometrie in de praktijk | 0.644 | 2 | 2 | 100% |
| 9 | Warm, T. A (1989) Weighted likelihood estimation of ability in item response theory | 0.644 | 2 | 2 | 100% |
| 10 | WVO (2014) Artikel 3, lid 2, Inrichtingsbesluit Wet op het voortgezet onderwijs. Datum inwerkingtreding: 01/08/2014 | 0.644 | 2 | 2 | 100% |
Showing the top 10 of 42 scored citations.
arXiv econ.EM papers that cite this one, ranked by how heavily they lean on it.
| Citing paper | Intensity | Mentions | Sections | |
|---|---|---|---|---|
| 1 | Do Test Scores Help Teachers Give Better Track Advice to Students? A Principal Stratification Analysis | 0.405 | 1 | 1 |