Tag

student_sorting

2 cards

EducationRCT
Persistent Student Baseline Sorting Covariance
The signal standard deviation of persistent within-school student baseline sorting was 0.297 in math and 0.300 in ELA for randomized MET teachers, compared to 0.437 in math and 0.440 in ELA for non-randomized MET school teachers, proving that structural student sorting was substantial prior to experimental intervention.
EducationRCT
Student Sorting Bias and Baseline Score Adjustment
Prior to randomization, the within-school standard deviation of teacher mean baseline math scores was 0.382 to 0.520. Evaluating instructors using unadjusted end-of-year student test scores yielded a severely biased predictive coefficient of 0.228 (SE = 0.042), significantly overstating true instructor impact.