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来源类型	Publication
	How Accountability Pressure on Failing Schools Affects Student Achievement
	Hanley Chiang
发表日期	2009-10-30
出版者	Journal of Public Economics, vol. 93, issue 9-10
出版年	2009
语种	英语
概述	Although 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\u0027 manipulation of the accountability system has remained uncertain. ",
摘要	Although 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. This article evaluates the relative importance of educational reforms and gaming behavior in generating test score gains by threatened schools. The author uses a regression discontinuity design to 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 one to two years of middle school, while evidence for persistence of reading improvements is less consistent. Sanction threats tend to raise school spending on instructional technology, curricular development, and teacher training.
URL	https://www.mathematica.org/our-publications-and-findings/publications/how-accountability-pressure-on-failing-schools-affects-student-achievement
来源智库	Mathematica Policy Research (United States)
资源类型	智库出版物
条目标识符	http://119.78.100.153/handle/2XGU8XDN/486338
推荐引用方式 GB/T 7714	Hanley Chiang. How Accountability Pressure on Failing Schools Affects Student Achievement. 2009.

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