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| Educational Production Function× | Value-Added Modeling× | |
|---|---|---|
| Field≠ | Education | Psychometrics |
| Family≠ | Regression model | Latent structure |
| Year of origin≠ | 1979 | 1998 |
| Originator≠ | Economics of education (Coleman; Hanushek; Todd & Wolpin) | William Sanders, Sandra Horn |
| Type≠ | Regression relating educational inputs to achievement outputs | Longitudinal student achievement modeling |
| Seminal source≠ | Hanushek, E. A. (1979). Conceptual and empirical issues in the estimation of educational production functions. Journal of Human Resources, 14(3), 351–388. DOI ↗ | Kane, T. J., Rockoff, J. E., & Staiger, D. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27(6), 615-631. DOI ↗ |
| Aliases≠ | Education Production Function, Schooling Production Function, Input-Output Model of Education, Achievement Production Function | VAM |
| Related≠ | 3 | 4 |
| Summary≠ | The educational production function is the economist's framework for relating the inputs of schooling — class size, teacher quality, expenditure, family background — to an output, usually measured achievement. Borrowing the production-function metaphor from the economics of the firm, it estimates by how much achievement changes when an input changes. It is the analytic backbone of decades of debate over what resources matter for learning, and the methodological challenges of estimating it honestly — endogeneity, omitted variables, and the cumulative history of inputs — define much of the field. | Value-Added Modeling (VAM) is a method for assessing the contribution of schools or teachers to student achievement growth, developed by Sanders and Horn (1998). VAM isolates the effect of a teacher or school by comparing student gains (value added) while controlling for prior achievement and student characteristics. |
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