(No) Value Added Models

6 Jul

This note is in response to some of the points raised in the Agnoff Lecture by Ed Haertel.

The lecture makes two big points:
1) Teacher effectiveness ratings based on current Value Added Models are ‘unreliable.’ They are actually much worse than just unreliable; see below.
2) Simulated counterfactuals of gains that can be got from ‘firing bad teachers’ are upwardly biased.

Three simple tricks (one discussed; two not) that may solve some of the issues:
1) Estimating teaching effectiveness: Where possible, random assignment of children to classes. I would only do within school comparisons. Inference will still not be clean (SUTVA violations, though they can be dealt with). Simply cleaner.

2) Experiment with teachers. Teach some teachers some skills. Estimate the impact. Rather than teacher level VAM, do a skill level VAM. Teachers = sum of skills + idiosyncratic variation.

3) For current VAMs: To create better student level counterfactuals, use modern ML techniques (SVM, Neural Networks..), lots of data (past student outcomes, past classmate outcomes etc.), cross-validate to tune. Have a good idea about how good the prediction is. The strategy may be applicable to other venues.

Other points:
1) Haertel says, “Obviously, teachers matter enormously. A classroom full of students with no teacher would probably not learn much — at least not much of the prescribed curriculum.” A better comparison perhaps would be to self-guided technology. My sense is that as technology evolves, teachers will come up short in a comparison between teachers and advanced learning tools. In most of the third world, I think it is already true.

2) It appears no model for calculating teacher effectiveness scores yields identified estimates. And it appears we have no clear understanding of the nature of bias. Pooling biased estimates over multiple years doesn’t recommend itself to me as a natural fix to this situation. And I don’t think calling this situation as ‘unreliability’ of scores is right. These scores aren’t valid. The fact that pooling across years ‘works’ may suggest issues are smaller. But then again, bad things may be happening to some kinds of teachers, especially if people are doing cross-school comparisons.

3) Fade-out concern is important given the earlier 5*5 =25 analysis. My suspicion would be that attenuation of effects varies depending on when the timing of the shock. My hunch would be that shocks at an earlier age matter more – they decay slower.