000			01859nab a2200265 c 4500
999			_c141522 _d141522
003			ES-MaIEF
005			20191212123003.0
007			ta
008			191211s2019 uk ||||| |||| 00| 0|eng d
040			_aES-MaIEF _bspa _cES-MaIEF
041			_aeng
100	1		_967700 _aMinaya, Veronica
245		0	_aEvaluating the stability of school performance estimates over time _cVeronica Minaya and Tommaso Agasisti
260			_c2019
500			_aResumen.
504			_aBibliografía.
520			_aWhen using school performance indicators for the purposes of accountability and school choice, it is very important that measures are stable over time. This issue is very relevant when the system is based on the allocation of students to the same teachers for the whole educational cycle (e.g. at primary school level). Using administrative data provided by the National Evaluation Committee for Education (INVALSI), we explore the stability of performance estimates for Italian primary schools. We first construct school performance metrics using INVALSI standardised tests, by taking advantage of a rich array of individual‐level variables (including prior achievement) that allow us to estimate a school effect in a ‘value added’ perspective. We assess differences in performance across schools and the persistence of these differences across cohorts. We find that controlling for compositional differences is important; therefore, estimates of school performances are unstable across metrics, and correlations across cohorts decline over time.
650		4	_aCENTROS DOCENTES _933596
650		4	_aENSEÑANZA _943676
650		4	_aEVALUACION _944020
650		4	_aITALIA _942096
700	1		_967701 _aAgasisti, Tommaso
773	0		_9161433 _oOP 1472/2019/3 _tFiscal Studies _w(IEF)55561 _x 0143-5671 [papel] _g v. 40, n. 3, p. 401-425
942			_cART