| 来源类型 | Working Paper
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| 规范类型 | 报告
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| DOI | 10.3386/w24658
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| 来源ID | Working Paper 24658
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| How Does School Accountability Affect Teachers? Evidence from New York City |
| Rebecca Dizon-Ross
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| 发表日期 | 2018-05-28
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| 出版年 | 2018
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| 语种 | 英语
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| 摘要 | Does holding schools accountable for student performance cause good teachers to leave low-performing schools? Using data from New York City, which assigns accountability grades to schools based on student achievement, I perform a regression discontinuity analysis and find evidence of the opposite effect. At the bottom end of the school grade distribution, I find that a lower accountability grade decreases teacher turnover and increases joining teachers’ quality. A likely channel is that accountability pressures induce increases in principal effort at lower-graded schools, especially among high-quality principals, and teachers value these changes. In contrast, at the top end of the school grade distribution, where accountability pressures are lower, low accountability grades may negatively impact joining teachers’ quality. |
| 主题 | Health, Education, and Welfare
; Education
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| URL | https://www.nber.org/papers/w24658
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| 来源智库 | National Bureau of Economic Research (United States)
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| 引用统计 |
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| 资源类型 | 智库出版物
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| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/582331
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推荐引用方式
GB/T 7714 |
Rebecca Dizon-Ross. How Does School Accountability Affect Teachers? Evidence from New York City. 2018.
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文件名：
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w24658.pdf
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格式：
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Adobe PDF
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