Randall Reback

TL;DR: The authors explored the extent to which schools manipulated the composition of students in the test-taking pool in order to maximize ratings under Texas' accountability system in the 1990s, and found evidence of a moderate degree of strategic behavior.

TL;DR: The authors examined whether minimum competency school accountability systems, such as those created under No Child Left Behind, influence the distribution of student achievement and found that low achieving students perform better than expected in math when many of their classmates' math scores are important for the schools' rating.

TL;DR: The authors examined the relationship between house prices and variables that may proxy for the perceived quality of local public services and found that residential properties appreciate significantly in school districts where students are able to transfer to preferred school districts, whereas residential property values decline in districts that accept transfer students.

TL;DR: This paper developed and tested predictions concerning the impact of inter-district choice programs on housing values and residential location decisions, and found that after their states adopt interdisparity choice programs, districts with desirable nearby, out-ofdistrict schooling options experience relatively large increases in housing values, residential income, and population density.

TL;DR: Findings imply that there may be substantial public and private benefits derived from providing additional elementary school counselors, and cross-state differences in policies provide descriptive evidence that students in states with more aggressive elementary counseling policies make greater test score gains and are less likely to report internalizing or externalizing problem behaviors.