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The Dallas School Accountability and Incentive Program: An Evaluation of Its Impacts on Student Outcomes

  • Ladd, Helen F.

Consistent with the current emphasis on performance-based accountability in K-12 education, several states and a few local districts have introduced school-based incentive programs. This paper provides one of the few evaluations of such programs on student outcomes. Using a panel data set for schools in large Texas cities, it measures the gains in student performance in Dallas relative to those in other cities. It finds positive and relatively large effects for Hispanic and white seventh graders, but not for black students. Potentially positive effects also emerge for drop out rates and principal turnover rates.

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Paper provided by Duke University, Department of Economics in its series Working Papers with number 96-18.

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Date of creation: 1996
Date of revision:
Publication status: Published in Published in ECONOMICS OF EDUCATION REVIEW, Vol. 18, 1999, pages 1-16
Handle: RePEc:duk:dukeec:96-18
Contact details of provider: Postal: Department of Economics Duke University 213 Social Sciences Building Box 90097 Durham, NC 27708-0097
Phone: (919) 660-1800
Fax: (919) 684-8974
Web page: http://econ.duke.edu/

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  1. Dickins, William T, 1990. "Error Components in Grouped Data: Is It Ever Worth Weighting?," The Review of Economics and Statistics, MIT Press, vol. 72(2), pages 328-33, May.
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