Testing, Crime and Punishment
AbstractThe recent passage of the No Child Left Behind Act of 2001 solidified a national trend toward increased student testing for the purpose of evaluating public schools. This new environment for schools provides strong incentives for schools to alter the ways in which they deliver educational services. This paper investigates whether schools may employ discipline for misbehavior as a tool to bolster aggregate test performance. To do so, this paper utilizes an extraordinary dataset constructed from the school district administrative records of a subset of the school districts in Florida during the four years surrounding the introduction of a high-stakes testing regime. It compare the suspensions of students involved in each of the 41,803 incidents in which two students were suspended and where prior year test scores for both students are observed. While schools always tend to assign harsher punishments to low-performing students than to high-performing students throughout the year, this gap grows substantially during the testing window. Moreover, this testing window-related gap is only observed for students in testing grades. In summary, schools apparent act on the incentive to re-shape the testing pool through selective discipline in response to accountability pressures.
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Bibliographic InfoPaper provided by National Bureau of Economic Research, Inc in its series NBER Working Papers with number 11194.
Date of creation: Mar 2005
Date of revision:
Note: CH ED
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Other versions of this item:
- I2 - Health, Education, and Welfare - - Education
This paper has been announced in the following NEP Reports:
- NEP-ALL-2005-03-20 (All new papers)
- NEP-LAW-2005-03-20 (Law & Economics)
- NEP-URE-2005-03-20 (Urban & Real Estate Economics)
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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