Who wins and who loses from school accountability? The distribution of educational gain in English secondary schools
In 1988 the UK government introduced greater accountability into the English state school sector. But the information that schools are required to make public on their pupil achievement is only partial. The paper examines whether accountability measures based on a partial summary of student achievement influence the distribution of student achievement. Since school ratings only incorporate test results via pass rates, schools have incentives to improve the performance of students who are on the margin of meeting these standards, to the detriment of very low achieving or high achieving pupils. Using pupil level data for a cohort of all students in secondary public sector schools in England, we find that this policy reduces the educational gains and exam performance in high stakes exams of very low ability students.
|Date of creation:||Sep 2005|
|Date of revision:|
|Contact details of provider:|| Postal: |
Phone: 44 - 20 - 7183 8801
Fax: 44 - 20 - 7183 8820
|Order Information:|| Email: |
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.:
- Deborah Wilson, 2004. "Which Ranking? The Impact of a 'Value-Added' Measure of Secondary School Performance," Public Money & Management, Chartered Institute of Public Finance and Accountancy, vol. 24(1), pages 37-45, 01.
- Glennerster, Howard, 1991. "Quasi-markets for Education?," Economic Journal, Royal Economic Society, vol. 101(408), pages 1268-76, September.
- Julie Berry Cullen & Randall Reback, 2006.
"Tinkering Toward Accolades: School Gaming Under a Performance Accountability System,"
NBER Working Papers
12286, National Bureau of Economic Research, Inc.
- Randall Reback & Julie Berry Cullen, 2006. "Tinkering toward accolades: School gaming under a performance accountability system," Working Papers 0601, Barnard College, Department of Economics.
- Andy Wiggins, 2002. "Dysfunctional Effects of League Tables: A Comparison Between English and Scottish Primary Schools," Public Money & Management, Chartered Institute of Public Finance and Accountancy, vol. 22(1), pages 43-48, 01.
When requesting a correction, please mention this item's handle: RePEc:cpr:ceprdp:5248. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ()The email address of this maintainer does not seem to be valid anymore. Please ask to update the entry or send us the correct address
If references are entirely missing, you can add them using this form.