Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure

Cecilia Rouse, Jane Hannaway, Dan Goldhaber and David Figlio
Additional contact information
Cecilia Rouse: Princeton University and NBER
Jane Hannaway: Urban Institute
Dan Goldhaber: University of Washington

No 1002, Working Papers from Princeton University, School of Public and International Affairs, Education Research Section.

Abstract: While numerous recent authors have studied the effects of school accountability systems on student test performance and school gaming of accountability incentives, there has been little attention paid to substantive changes in instructional policies and practices resulting from school accountability. The lack of research is primarily due to the unavailability of appropriate data to carry out such an analysis. This paper brings to bear new evidence from a remarkable five-year survey conducted of a census of public schools in Florida, coupled with detailed administrative data on student performance. We show that schools facing accountability pressure changed their instructional practices in meaningful ways. In addition, we present medium-run evidence of the effects of school accountability on student test scores, and find that a significant portion of these test score gains can likely be attributed to the changes in school policies and practices that we uncover in our surveys.

JEL-codes: H75 I20 I21 I28 L38 (search for similar items in EconPapers)
Date: 2007-11
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Citations: View citations in EconPapers (21)

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Related works:
Journal Article: Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure (2013)
Working Paper: Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure (2007)
Working Paper: Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure (2007)
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Persistent link: https://EconPapers.repec.org/RePEc:pri:edures:24

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