Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure. NBER Working Paper No. 13681

Autor/inn/en	Rouse, Cecilia Elena; Hannaway, Jane; Goldhaber, Dan; Figlio, David
Institution	National Bureau of Economic Research, Cambridge, MA.
Titel	Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure. NBER Working Paper No. 13681
Quelle	(2007), (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Scores; Accountability; Teaching Methods; School Choice; Educational Testing; Educational Change; Improvement Programs; Educational Vouchers; Instructional Improvement; Achievement Gains; Educational Practices; Educational Policy; Surveys; Florida + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Teaching method; Lehrmethode; Unterrichtsmethode; Choice of school; Schulwahl; Bildungsreform; Effizienzsteigerung; Educational voucher; Bildungsgutschein; Unterrichtsqualität; Achievement gain; Leistungssteigerung; Bildungspraxis; Politics of education; Bildungspolitik; Survey; Umfrage; Befragung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10