Short-Run Impacts of Accountability on School Quality
- (pp. 119-47)
Abstract
In the fall of 2007, New York City began using student tests and other measures to assign each school a grade (A to F), and linked grades to rewards and consequences, including possible school closure. These grades were released in late September, arguably too late for schools to make major changes in programs or personnel, and students were tested again in January (English) and March (math). Despite this time frame, regression discontinuity estimates indicate that receipt of a low grade significantly increased student achievement, more so in math than English, and improved parental evaluations of school quality. (JEL H75, I21, I28, J45)Citation
Rockoff, Jonah, and Lesley J. Turner. 2010. "Short-Run Impacts of Accountability on School Quality." American Economic Journal: Economic Policy, 2 (4): 119-47. DOI: 10.1257/pol.2.4.119Additional Materials
JEL Classification
- H75 State and Local Government: Health; Education; Welfare; Public Pensions
- I21 Analysis of Education
- I28 Education: Government Policy
- J45 Public Sector Labor Markets
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