Moreover, schools vary substantially in the backgrounds of the students they serve, and conventional statistical methods tend to break down when we compare teachers serving very
different subsets of students.
While policymakers may debate the utility of such comparisons, such comparisons are better supported by the available data than are comparisons between teachers who work with very
different subsets of students and under different conditions.
Not exact matches
RAND II, by contrast, ignored
student background, placed more weight on a
different subset of test results (including the 1998 results, which were not included in RAND I), used somewhat
different approaches, and concluded that there was nothing special about performance in Texas.
(This pertained to the
subset of principals for whom it was possible to produce a credible measure
of their contributions to
student achievement growth, because we could observe
different principals in the same school in
different years.)