How Does School Accountability Affect Teachers?: Evidence from New York City

Rebecca Dizon-Ross

Journal of Human Resources, 2020, vol. 55, issue 1, 76-118

Abstract: 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 on the basis of student achievement, I perform a regression discontinuity analysis and find evidence of the opposite effect. At the bottom end of the school grade distribution, lower accountability grades decrease teacher turnover and increase joining teachers’ quality. A likely channel is that accountability pressures increase principal effort at lower-graded schools, which teachers value. In contrast, at the top end of the school grade distribution, low accountability grades may negatively impact joining teachers’ quality.

JEL-codes: I24 I28 J18 (search for similar items in EconPapers)
Date: 2020
Note: DOI: 10.3368/jhr.55.1.1015.7438R1
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Citations: View citations in EconPapers (2)

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