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

• Dizon-Ross, Rebecca ^[1]
  1. [1] University of Chicago

     University of Chicago

     City of Chicago, Estados Unidos

     
• Localización: Journal of human resources, ISSN 0022-166X, Vol. 55, Nº 1, 2020, págs. 76-118
• Idioma: inglés
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• Resumen

  • 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.