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This paper examines whether minimum competency school accountability systems, such as those created under No Child Left Behind, influence the distribution of student achievement. Because school ratings in these systems only incorporate students' test scores via pass rates, this type of system increases incentives for schools to improve the performance of(More)
  • Christopher Jepsen, Kenneth Troske, Paul Coomes, Christina Whitfield, Alicia Crouch, Rion Mcdonald +6 others
  • 2012
Any opinions expressed here are those of the author(s) and not those of IZA. Research published in this series may include views on policy, but the institute itself takes no institutional policy positions. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science,(More)
While the theoretical public finance literature argues that house prices should be influenced by the demand for local public services, there is little direct evidence concerning changes in house prices when these services are altered. Previous empirical studies have relied on cross-sectional identification of the relationship between house prices and(More)
The views expressed herein are those of the author(s) and do not necessarily reflect the views of the National Bureau of Economic Research. ABSTRACT We explore the extent to which schools manipulate the composition of students in the test-taking pool in order to maximize ratings under Texas' accountability system in the 1990s. We first derive predictions(More)
Recent empirical research has found that children's noncognitive skills play a critical role in their own success, young children's behavioral and psychological disorders can severely harm their future outcomes, and disruptive students harm the behavior and learning of their classmates. Yet relatively little is known about wide-scale interventions designed(More)
Beginning in 1998, all students in the state of Texas who graduated in the top ten percent of their high school classes were guaranteed admission to any in-state public higher education institution, including the flagships. While the goal of this policy is to improve college access for disadvantaged and minority students, the use of a school-specific(More)
  • Randall Reback, Jonah Rockoff, Heather L Schwartz, Molly Alter, Daisy Chu, Ben Lockwood +3 others
  • 2010
The most sweeping federal education law in decades, the No Child Left Behind (NCLB) Act, requires states to administer standardized exams and to punish schools that do not make Adequate Yearly Progress (AYP) for the fraction of students passing these exams. While the literature on school accountability is well-established, there exists no national study of(More)
Beginning in 1998, all high school students in the state of Texas who graduated in the top-ten percent of their high school class were guaranteed admission to any in-state public higher education institution, including the University of Texas. While the goal of the policy was to improve access for disadvantaged and minority students, the use of a(More)
  • Randall Reback, Jonah Rockoff, Heather L Schwartz, Abigail Payne, Steve Rivkin, David Figlio +6 others
  • 2014
We conduct the first nationwide study of incentives under the No Child Left Behind (NCLB) Act, which requires states to punish schools failing to meet target passing rates on students' standardized exams. States' idiosyncratic policies created variation in the risk of failure among very similar schools in different states, which we use to identify effects(More)