Margaret Raymond

Bio: Margaret Raymond is an academic researcher from University of Wisconsin-Madison. The author has contributed to research in topics: Accountability & Incentive. The author has an hindex of 8, co-authored 14 publications receiving 1532 citations. Previous affiliations of Margaret Raymond include St. John's University.

Does School Accountability Lead to Improved Student Performance

Abstract: The leading school reform policy in the United States revolves around strong accountability of schools with consequences for performance. The federal government's involvement through the No Child Left Behind Act of 2001 reinforces the prior movement of many states toward policies based on measured student achievement. Analysis of state achievement growth as measured by the National Assessment of Educational progress shows that accountability systems introduced during the 1990s had a clear positive impact on student achievement. This single policy instrument did not, however, also lead to any narrowing in the black-white achievement gap (though it did narrow the Hispanic-white achievement gap). Moreover, the balck-white gap appears to have been harmed over the decade by increasing minority concentrations in the schools. An additional issue surrounding stronger accountability has been a concern about unintended consequences related to such things as higher exclusion rates from testing, increased drop-out rates, and the like. Our analysis of special education placement rates, a frequently identified area of concern, does not show any responsiveness to the introduction of accountability systems.

Does School Accountability Lead to Improved Student Performance

Abstract: The leading school reform policy in the United States revolves around strong accountability of schools with consequences for performance. The federal government's involvement through the No Child Left Behind Act of 2001 reinforces the prior movement of many states toward policies based on measured student achievement. Analysis of state achievement growth as measured by the National Assessment of Educational progress shows that accountability systems introduced during the 1990s had a clear positive impact on student achievement. This single policy instrument did not, however, also lead to any narrowing in the Black-White achievement gap (though it did narrow the Hispanic-White achievement gap). Moreover, the Black-White gap appears to have been adversely impacted over the decade by increasing minority concentrations in the schools. An additional issue surrounding stronger accountability has been a concern about unintended outcomes related to such things as higher exclusion rates from testing, increased dropout rates, and the like. Our analysis of special education placement rates, a frequently identified area of concern, does not show any responsiveness to the introduction of accountability systems.© 2005 by the Association for Public Policy Analysis and Management

Does School Accountability Lead to Improved Student Performance

Abstract: The leading school reform policy in the United States revolves around strong accountability of schools with consequences for performance The federal government's involvement through the No Child Left Behind Act of 2001 reinforces the prior movement of many states toward policies based on measured student achievement Analysis of state achievement growth as measured by the National Assessment of Educational progress shows that accountability systems introduced during the 1990s had a clear positive impact on student achievement This single policy instrument did not, however, also lead to any narrowing in the black-white achievement gap (though it did narrow the Hispanic-white achievement gap) Moreover, the balck-white gap appears to have been harmed over the decade by increasing minority concentrations in the schools An additional issue surrounding stronger accountability has been a concern about unintended consequences related to such things as higher exclusion rates from testing, increased drop-out rates, and the like Our analysis of special education placement rates, a frequently identified area of concern, does not show any responsiveness to the introduction of accountability systems

Lessons about the Design of State Accountability Systems.

Abstract: Test based accountability systems are now a central feature of U.S. education policy. Accountability systems are implemented as a way of improving student outcomes through new, highly visible incentives. In analyzing the effectiveness of such state systems, the correct comparison is not accountability versus no accountability but the differential effects related to the type of system that is employed. The alternative systems that have developed have very different incentives. While research on the outcomes of accountability systems is growing rapidly, it still represents a young and highly selective body of work. The existing research suggests that schools definitely respond to the incentives of accountability systems, but the form and strength of such responses is highly variable. This paper characterizes the incentives of different systems and reviews the existing evidence about outcomes.

Improving educational quality: how best to evaluate our schools

Abstract: This paper considers some of the basic features of school accountability systems and assesses both the incentives for change that are imbedded in these systems and the existing evidence we have about behavior under different systems.

The role of education quality for economic growth

Abstract: The role of improved schooling, a central part of most development strategies, has become controversial because expansion of school attainment has not guaranteed improved economic conditions. This paper reviews the role of education in promoting economic well-being, focusing on the role of educational quality. It concludes that there is strong evidence that the cognitive skills of the population-rather than mere school attainment-are powerfully related to individual earnings, to the distribution of income, and to economic growth. New empirical results show the importance of both minimal and high-level skills, the complementarity of skills and the quality of economic institutions, and the robustness of the relationship between skills and growth. International comparisons incorporating expanded data on cognitive skills reveal much larger skill deficits in developing countries than generally derived from just school enrollment and attainment. The magnitude of change needed makes it clear that closing the economic gap with industrial countries will require major structural changes in schooling institutions.

Does School Accountability Lead to Improved Student Performance

Abstract: The leading school reform policy in the United States revolves around strong accountability of schools with consequences for performance. The federal government's involvement through the No Child Left Behind Act of 2001 reinforces the prior movement of many states toward policies based on measured student achievement. Analysis of state achievement growth as measured by the National Assessment of Educational progress shows that accountability systems introduced during the 1990s had a clear positive impact on student achievement. This single policy instrument did not, however, also lead to any narrowing in the black-white achievement gap (though it did narrow the Hispanic-white achievement gap). Moreover, the balck-white gap appears to have been harmed over the decade by increasing minority concentrations in the schools. An additional issue surrounding stronger accountability has been a concern about unintended consequences related to such things as higher exclusion rates from testing, increased drop-out rates, and the like. Our analysis of special education placement rates, a frequently identified area of concern, does not show any responsiveness to the introduction of accountability systems.

Full disclosure : the perils and promise of transparency

Abstract: 1. Governance by transparency 2. An unlikely policy innovation 3. Designing information-based regulation 4. What makes disclosure work 5. What makes disclosure policies sustainable? 6. International transparency 7. Toward collaborative transparency 8. The future of disclosure Appendix: Eighteen major cases.

Rotten Apples: An Investigation of the Prevalence and Predictors of Teacher Cheating

Abstract: NBER WORKING PAPER SERIES ROTTEN APPLES: AN INVESTIGATION OF THE PREVALENCE AND PREDICTORS OF TEACHER CHEATING Brian A. Jacob Steven D. Levitt Working Paper 9413 http://www.nber.org/papers/w9413 NATIONAL BUREAU OF ECONOMIC RESEARCH 1050 Massachusetts Avenue Cambridge, MA 02138 December 2002 We would like to thank Suzanne Cooper, Mark Duggan, Sue Dynarski, Arne Duncan, Michael Greenstone, James Heckman, Lars Lefgren, and seminar participants too numerous to mention for helpful comments and discussions. We also thank Arne Duncan, Phil Hansen, Carol Perlman, and Jessie Qualles of the Chicago Public Schools for their help and cooperation on the project. Financial support was provided by the National Science Foundation and the Sloan Foundation. All remaining errors are our own. The views expressed herein are those of the authors and not necessarily those of the National Bureau of Economic Research. © 2002 by Brian A. Jacob and Steven D. Levitt. All rights reserved. Short sections of text not to exceed two paragraphs, may be quoted without explicit permission provided that full credit including, © notice, is given to the source.

Quality Disclosure and Certification: Theory and Practice

Abstract: This essay reviews the theoretical and empirical literature on quality disclosure and certification. After comparing quality disclosure with other quality assurance mechanisms and describing a brief history of quality disclosure, we address two sets of theoretical issues. First, why don't sellers voluntarily disclose through a process of "unraveling" and, given the lack of unraveling, is it desirable to mandate seller disclosure? Second, when we rely on certifiers to act as the intermediary of quality disclosure, do certifiers necessarily report unbiased and accurate information? We further review empirical evidence on these issues, with a particular focus on healthcare, education, and finance. The empirical review covers quality measurement, the effect of third-party disclosure on consumer choice and seller behavior, as well as the economics of certifiers. (JEL D18, K32, L15, M31)