| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w12628 |
| 来源ID | Working Paper 12628 |
| Cramming: The Effects of School Accountability on College-Bound Students | |
| Colleen Donovan; David N. Figlio; Mark Rush | |
| 发表日期 | 2006-10-24 |
| 出版年 | 2006 |
| 语种 | 英语 |
| 摘要 | This paper is the first to explore the effects of school accountability systems on high-achieving students' long-term performance. Using exceptional data from a large highly-selective state university, we relate school accountability pressure in high school to a student's university-level grades and study habits. We exploit a change in the state's accountability system in 1999 that led to some schools becoming newlythreatened by accountability pressure and others becoming newly-unthreatened to identify the effects of accountability pressure. We find that an accountability system based on a low-level test of basic skills apparently led to generally reduced performance by high-achieving students, while an accountability system based on a more challenging criterion-referenced exam apparently led to improved performance in college on mathematics and other technical subjects. Both types of systems are associated with increased "cramming" by students in college. The results indicate that the nature of an accountability system can influence its effectiveness. |
| 主题 | Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w12628 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/570290 |
| 推荐引用方式 GB/T 7714 | Colleen Donovan,David N. Figlio,Mark Rush. Cramming: The Effects of School Accountability on College-Bound Students. 2006. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w12628.pdf（161KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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