The Effect of School Spending on Student Achievement: Addressing Biases in Value-Added Models
该研究提出一种两步估计法，利用英格兰行政数据解决增值模型中因遗漏儿童、家庭和学校特征及测量误差导致的偏差，发现遗漏学校特征会扭曲学校支出效应的估计。
Summary The estimation of education production models used to evaluate the effect of school inputs and past skills on test scores, often called value-added models, can be biased by three main econometric issues: unobserved child characteristics, unobserved family and school characteristics and measurement error. We propose a two-step estimation technique which exploits the availability of test scores across time, subjects, families and schools in a unique administrative data set for England to correct for these potential biases. Our empirical results suggest that omitting school characteristics biases the estimation of the effect of school expenditure, whereas omitting unobserved child endowment biases the estimation of the effect of past skills but not the effect of school expenditure.