Full Citation

Title: Does Test-Based Accountability Improve More Than Just Test Scores?

Citation Type: Journal Article

Forthcoming?: Yes

ISBN:

ISSN: 0272-7757

DOI: 10.1016/J.ECONEDUREV.2023.102381

NSFID:

PMCID:

PMID:

Abstract: This paper estimates the long-run effects of school accountability on educational attainment by exploiting two sources of variation: staggered implementation of accountability across states and individuals’ exposure to accountability. I find 12 years of exposure to school accountability leads to an increase in the likelihood of graduating high school by 2.3 percentage points but has no statistically significant effect on college attendance or the likelihood of receiving a Bachelor's degree. However, racial heterogeneity shows Hispanic students experience a significant increase in the likelihood of attending college. I rule out changes in school expenditures and teacher characteristics as potential mechanisms and present suggestive evidence that schools are classifying more students as learning disabled. Lastly, accountability is more effective in conjunction with promotion gates.

Url: https://www.sciencedirect.com/science/article/pii/S0272775723000286

User Submitted?: No

Authors: McElroy, Katherine

Periodical (Full): Economics of Education Review

Issue:

Volume: 94

Pages: 1-16

Data Collections: IPUMS USA

Topics: Education

Countries: