How Accountability Pressure on Failing Schools Affects Student Achievement
How Accountability Pressure on Failing Schools Affects Student Achievement
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失败学校的问责压力如何影响学生的成绩
DOI：
10.1016/j.jpubeco.2009.06.002
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Hanley S. Chiang
中科院分区：
文献类型：
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作者：
Hanley S. Chiang
尽管越来越多的证据表明，对表现不佳的学校进行制裁的威胁可以在短期内提高学生的考试成绩，但这些考试成绩的提高在多大程度上是由于学校操纵问责制度仍不确定。在这篇文章中，我提供了两个新的证据来评估教育改革和博弈行为在受到威胁的学校创造考试成绩增长方面的相对重要性。首先，我使用了一种回归不连续性设计，该设计利用了佛罗里达州根据成绩截止水平施加制裁威胁的制度，估计了上过受威胁小学对学生考试成绩的中期影响。至少在初中的头1到2年里，威胁因素导致的数学进步在很大程度上持续了下来，而阅读能力持续提高的证据就不那么一致了。其次，我分析了制裁威胁对教育生产的各种特征的影响，发现制裁威胁增加了学校在教育技术、课程开发和教师培训方面的支出。这两条证据都与教育改革在受威胁学校的考试成绩提高方面发挥的主导作用相一致。
Although an emerging body of evidence has shown that the threat of sanctions on low-performing schools can raise student test scores in the short run, the extent to which these test score improvements are due to schools' manipulation of the accountability system has remained uncertain. In this paper, I provide two new strands of evidence to evaluate the relative importance of educational reforms and gaming behavior in generating test score gains by threatened schools. First, using a regression discontinuity design that exploits Florida's system of imposing sanction threats on the basis of a cutoff level of performance, I estimate medium-run effects on student test scores from having attended a threatened elementary school. Threat-induced math improvements from elementary school largely persist at least through the first 1 to 2years of middle school, while evidence for persistence of reading improvements is less consistent. Second, I analyze the effects of sanction threats on various features of educational production, and I find that sanction threats raise school spending on instructional technology, curricular development, and teacher training. Both strands of evidence are consistent with a predominant role for educational reforms in generating test score gains by threatened schools.