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School accountability laws and the consumption of psychostimulants

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  • Farasat A.S. Bokhari

    ()
    (Department of Economics, Florida State University)

  • Helen Schnedier

    ()
    (Department of Economics, University of Texas at Austin)

Abstract

Over the past decade, several states introduced varying degrees of accountability systems for schools, which became federal law with the passage of the No Child Left Behind Act of 2001. The intent of these laws was to improve academic performance and to make school quality more observable. Nonetheless, schools have reacted to these pressures in several different ways, some of which were not intended. We make use of the variation across states and over time in specific provisions of these accountability laws and find that accountability laws effect medical diagnoses and subsequent treatment options of school aged children. Specifically, children in states with more stringent accountability laws are more likely to be both, diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD), and consequently, prescribed psychostimulant drugs for controlling the symptoms.

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File URL: ftp://econpapers.fsu.edu/RePEc/fsu/wpaper/wp2009_03_02.pdf
File Function: First version, 2009-03
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Bibliographic Info

Paper provided by Department of Economics, Florida State University in its series Working Papers with number wp2009_03_02.

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Length: 25 pages
Date of creation: 08 Mar 2009
Date of revision: 08 Mar 2009
Handle: RePEc:fsu:wpaper:wp2009_03_02

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Keywords: Attention Decit Hyperactivity Disorder; ADD/ADHD; psychostimulants; school accountability laws;

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  1. Randall Reback & Julie Berry Cullen, 2006. "Tinkering toward accolades: School gaming under a performance accountability system," Working Papers 0601, Barnard College, Department of Economics.
  2. Edward P. Lazear, 1999. "Educational Production," NBER Working Papers 7349, National Bureau of Economic Research, Inc.
  3. Eric A. Hanushek & Margaret E. Raymond, 2004. "Does School Accountability Lead to Improved Student Performance?," NBER Working Papers 10591, National Bureau of Economic Research, Inc.
  4. Randall Reback, 2006. "Teaching to the Rating: School Accountability and the Distribution of Student Achievement," Working Papers 0602, Barnard College, Department of Economics.
  5. Thomas Dee & Brian Jacob, 2009. "The Impact of No Child Left Behind on Student Achievement," NBER Working Papers 15531, National Bureau of Economic Research, Inc.
  6. Figlio, David N., 2006. "Testing, crime and punishment," Journal of Public Economics, Elsevier, vol. 90(4-5), pages 837-851, May.
  7. David N. Figlio & Joshua Winicki, 2002. "Food for Thought: The Effects of School Accountability Plans on School Nutrition," NBER Working Papers 9319, National Bureau of Economic Research, Inc.
  8. Anna Aizer, 2008. "Peer Effects and Human Capital Accumulation: the Externalities of ADD," NBER Working Papers 14354, National Bureau of Economic Research, Inc.
  9. Derek Neal & Diane Whitmore Schanzenbach, 2007. "Left Behind By Design: Proficiency Counts and Test-Based Accountability," NBER Working Papers 13293, National Bureau of Economic Research, Inc.
  10. Jacob, Brian A., 2005. "Accountability, incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools," Journal of Public Economics, Elsevier, vol. 89(5-6), pages 761-796, June.
  11. Daniel M. Koretz, 2002. "Limitations in the Use of Achievement Tests as Measures of Educators' Productivity," Journal of Human Resources, University of Wisconsin Press, vol. 37(4), pages 752-777.
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Cited by:
  1. Marco Bertoni & Giorgio Brunello & Lorenzo Rocco, 2013. "When the Cat is Near, the Mice Won't Play: The Effect of External Examiners in Italian Schools," CEP Discussion Papers dp1191, Centre for Economic Performance, LSE.
  2. Patricia M. Anderson & Kristin F. Butcher & Diane Whitmore Schanzenbach, 2011. "Adequate (or Adipose?) Yearly Progress: Assessing the Effect of "No Child Left Behind" on Children's Obesity," NBER Working Papers 16873, National Bureau of Economic Research, Inc.

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