We evaluate the integrating and segregating effects of school choice in a large, urban school district. Our findings, based on applications for fall 2001, suggest that open enrollment, a school-choice program that does not have explicit integrative objectives and does not provide busing,...

Value-added modeling continues to gain traction as a tool for measuring teacher performance. However, recent research questions the validity of the value-added approach by showing that it does not mitigate student-teacher sorting bias (its presumed primary benefit). Our study explores this...

Value-added measures of teacher quality may be sensitive to the quantitative properties of the student tests upon which they are based. This paper focuses on the sensitivity of value-added to test-score-ceiling effects. Test-score ceilings are increasingly common in testing instruments across...

Value-added measures of teacher quality may be sensitive to the quantitative properties of the student tests upon which they are based. This paper focuses on the sensitivity of value-added to test-score-ceiling effects. Test-score ceilings are increasingly common in testing instruments across...