Short Run Impacts of Accountability on School Quality

TLDR: In the fall of 2007, New York City began using student tests and other measures to assign each school a grade (A to F), and linked grades to rewards and consequences, including possible school closure.

Abstract: In the fall of 2007, New York City began using student tests and other measures to assign each school a grade (A to F), and linked grades to rewards and consequences, including possible school closure. These grades were released in late September, arguably too late for schools to make major changes in programs or personnel, and students were tested again in January (English) and March (math). Despite this time frame, regression discontinuity estimates indicate that receipt of a low grade significantly increased student achievement, more so in math than English, and improved parental evaluations of school quality. (JEL H75, I21, I28, J45)

Figures

Table 5: School Accountability and Percentage of Students Tested

Figure 4: School Average Math and English Scale Scores by Progress Report Grade

Table 9: Survey Outcomes (Four Domain Scores)

Table 1: Descriptive Statistics by Accountability Grade

Figure 5: School Average Math and English Scale Scores by Progress Report Grade

Table 4: Heterogeneity of Results Across Schools