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How Do School Accountability Reforms Affect Teachers? Evidence from New York City∗
| Content Provider | Semantic Scholar |
|---|---|
| Author | Dizon-Ross, Rebecca |
| Copyright Year | 2014 |
| Abstract | A commonly-cited concern with holding schools accountable for student performance is that it could cause good teachers to leave low-performing schools. Using data from New York City, which assigns schools grades based on student achievement, I perform a regression discontinuity analysis and find the opposite effect. At the bottom end of the school grade distribution, a lower accountability grade decreases teacher turnover, especially for high-quality teachers, and increases joining teachers' quality. One potential explanation is that accountability induces performance improvements at lower-graded schools. In contrast, at the top of the grade distribution, where accountability pressures are lower, a lower grade has no turnover effects, but decreases joiner quality. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://conference.nber.org/conf_papers/f74314.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
