Short Run Impacts of Accountability on School Quality
In November of 2007, the New York City Department of Education assigned elementary and middle schools a letter grade (A to F) under a new accountability system. Grades were based on numeric scores derived from student achievement and other school environmental factors such as attendance, and were linked to a system of rewards and consequences. We use the discontinuities in the assignment of grades to estimate the impact of accountability in the short run. Specifically, we examine student achievement in English Language Arts and mathematics (measured in January and March of 2008, respectively) using school level aggregate data. Although schools had only a few months to respond to the release of accountability grades, we find that receipt of a low grade significantly increased student achievement in both subjects, with larger effects in math. We find no evidence that these grades were related to the percentage of students tested, implying that accountability can cause real changes in school quality that increase student achievement over a short time horizon. We also find that parental evaluations of educational quality improved for schools receiving low accountability grades. However, changes in survey response rates hold open the possibility of selection bias in these complementary results.
|Date of creation:||Dec 2008|
|Date of revision:|
|Publication status:||published as Jonah Rockoff & Lesley J. Turner, 2010. "Short-Run Impacts of Accountability on School Quality," American Economic Journal: Economic Policy, American Economic Association, vol. 2(4), pages 119-47, November.|
|Contact details of provider:|| Postal: National Bureau of Economic Research, 1050 Massachusetts Avenue Cambridge, MA 02138, U.S.A.|
Web page: http://www.nber.org
More information through EDIRC
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.:
- Randall Reback & Julie Berry Cullen, 2006.
"Tinkering toward accolades: School gaming under a performance accountability system,"
0601, Barnard College, Department of Economics.
- 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.
- Rajashri Chakrabarti, 2007.
"Vouchers, public school response, and the role of incentives: evidence from Florida,"
306, Federal Reserve Bank of New York.
- Rajashri Chakrabarti, 2013. "Vouchers, Public School Response, And The Role Of Incentives: Evidence From Florida," Economic Inquiry, Western Economic Association International, vol. 51(1), pages 500-526, 01.
- Rajashri Chakrabarti, 2005. "Vouchers, Public School Response and the Role of Incentives: Evidence from Florida," Public Economics 0512002, EconWPA.
- Rajashri Chakrabarti, 2004.
"Impact of Voucher Design on Public School Performance: Evidence from Florida and Milwaukee Voucher Programs,"
Econometric Society 2004 North American Summer Meetings
221, Econometric Society.
- Chakrabarti Rajashri, 2013. "Impact of Voucher Design on Public School Performance: Evidence from Florida and Milwaukee Voucher Programs," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 13(1), pages 349-394, July.
- Chakrabarti Rajashri, 2013. "Impact of Voucher Design on Public School Performance: Evidence from Florida and Milwaukee Voucher Programs," The B.E. Journal of Economic Analysis & Policy, De Gruyter, vol. 14(1), pages 349-394, July.
- Rajashri Chakrabarti, 2008. "Impact of voucher design on public school performance: evidence from Florida and Milwaukee voucher programs," Staff Reports 315, Federal Reserve Bank of New York.
- Hanley Chiang, . "How Accountability Pressure on Failing Schools Affects Student Achievement," Mathematica Policy Research Reports c58a3b537e324447b94a2bd41, Mathematica Policy Research.
- Kenneth Y. Chay & Patrick J. McEwan & Miguel Urquiola, 2003.
"The Central Role of Noise in Evaluating Interventions that Use Test Scores to Rank Schools,"
NBER Working Papers
10118, National Bureau of Economic Research, Inc.
- Kenneth Y. Chay & Patrick J. McEwan & Miguel Urquiola, 2005. "The Central Role of Noise in Evaluating Interventions That Use Test Scores to Rank Schools," American Economic Review, American Economic Association, vol. 95(4), pages 1237-1258, September.
- Sandra E. Black, 1999. "Do Better Schools Matter? Parental Valuation of Elementary Education," The Quarterly Journal of Economics, Oxford University Press, vol. 114(2), pages 577-599.
- Chiang, Hanley, 2009. "How accountability pressure on failing schools affects student achievement," Journal of Public Economics, Elsevier, vol. 93(9-10), pages 1045-1057, October.
- repec:mpr:mprres:6364 is not listed on IDEAS
- Li Feng & David N. Figlio & Tim Sass, 2010. "School accountability and teacher mobility," NBER Working Papers 16070, National Bureau of Economic Research, Inc.
This item is featured on the following reading lists or Wikipedia pages:
- Short-Run Impacts of Accountability on School Quality (AEJ:EP 2010) in ReplicationWiki
When requesting a correction, please mention this item's handle: RePEc:nbr:nberwo:14564. 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: ()
If references are entirely missing, you can add them using this form.