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School Accountability and Principal Mobility: How No Child Left Behind Affects the Allocation of School Leaders
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TLDR
Acemoglu et al. as discussed by the authors empirically evaluated the economic importance of principal mobility in response to accountability by analyzing how the implementation of No Child Left Behind (NCLB) in North Carolina affected principal mobility across North Carolina schools and how it reshaped the distribution of high-performing principals across low and highperforming schools.Abstract:
The move toward increased school accountability may substantially affect the career risks that school leaders face without providing commensurate changes in pay. Since effective school leaders likely have significant scope in choosing where to work, these uncompensated risks may undermine the efficacy of accountability reforms by limiting the ability of low-performing schools to attract and retain effective leaders. This paper empirically evaluates the economic importance of principal mobility in response to accountability by analyzing how the implementation of No Child Left Behind (NCLB) in North Carolina affected principal mobility across North Carolina schools and how it reshaped the distribution of high-performing principals across lowand high-performing schools. Using value-added measures of principal performance and variation in pre-period student demographics to identify schools that are likely to miss performance targets, I show that NCLB decreases average principal quality at schools serving disadvantaged students by inducing more able principals to move to schools less likely to face NCLB sanctions. These results are consistent with a model of principal-school matching in which school districts are unable to compensate principals for the increased likelihood of sanctions at schools with historically low-performing students. ∗I am very grateful to Daron Acemoglu, Leila Agha, Josh Angrist, David Autor, Esther Duflo, David Figlio, Brigham Frandsen, Michael Greenstone, Matt Notowidigdo, Amanda Pallais, Parag Pathak, and numerous participants at the MIT Labor Lunch for helpful comments and suggestions. All errors are my own. †Northwestern University, Kellogg School of Managementread more
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Under Pressure: Job Security, Resource Allocation, and Productivity in Schools under No Child Left Behind
TL;DR: The authors found that NCLB lowers teachers' perceptions of job security, shifts time towards specialist teachers in high-stakes subjects and away from whole-class instruction, and has positive or neutral effects on students' enjoyment of learning and achievement in reading, math and science.
Journal ArticleDOI
Managerial practices and student performance
TL;DR: In this article, the authors study the effects of managerial practices in schools on student outcomes and find that managerial practices are positively related to student outcomes, and suggest that policies directed at improving student cognitive achievements should take into account principals selection and training in terms of managerial capabilities.
Journal ArticleDOI
The Apprentice Pathways to the Principalship and Student Achievement
Kevin C. Bastian,Gary T. Henry +1 more
TL;DR: More research is needed on the pathways to the principalship and how principals' charac... as mentioned in this paper, which demonstrates the sizable impacts of principals on student achievement, and how they influence student achievement.
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The Influence of Working Conditions on Principal Turnover in K-12 Public Schools.
TL;DR: For instance, during the past two decades, principal turnover issues have raised nationwide concerns about leadership stability and student performance with national data from National Center for Educa- tion as mentioned in this paper.
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Principals’ Working Conditions, Job Stress, and Turnover Behaviors Under NCLB Accountability Pressure:
TL;DR: In this paper, the impact of the No Child Left Behind (NCLB) Act and its sanctions on students and teachers has been systematically examined, however, little research has systematically examined the relat...
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