Using Hidden Information and Performance Level Boundaries to Study Student–Teacher Assignments: Implications for Estimating Teacher Causal Effects

Summary A common problem in educational evaluation is estimating causal effects of interventions from non-experimental data on students. Scores from standardized achievement tests often are used to adjust for differences in background characteristics of students in different non-experimental groups. An open question is whether, and how, these adjustments should account for the errors in test scores as measures of latent achievement. The answer...