Left Behind By Design: Proficiency Counts and Test-Based Accountability
---- Acknowledgements ----
We thank Elaine Allensworth, John Q. Easton, and Todd Rosenkranz of the Consortium on Chicago School Research for their assistance in using the data. We thank Amy Nowell of Chicago Public Schools (CPS). We thank participants in the Federal Reserve Bank of Chicago's Labor Economics seminar, the Harris School's Public Policy and Economics Workshop, and the joint meeting of the Institute for Research on Poverty's Summer Research Workshop and the Chicago Workshop on Black-White Inequality. We thank Fernando Alvarez, Gadi Barlevy, Kelly Bedard, Julie Berry Cullen, Jennifer Booher-Jennings, Brian Jacob, Roger Myerson, Kalina Michalska, Phil Reny, and Balazs Szentes for useful comments and discussions, and Chloe Hutchinson, Garrett Hagemann, and Richard Olson for helpful research assistance. We owe special thanks to Phil Hansen for being so generous with his time and his knowledge of accountability within CPS. Neal thanks the Searle Freedom Trust for generous research support. We both thank the Population Research Center of NORC and the University of Chicago for research support. The views expressed herein are those of the author(s) and do not necessarily reflect the views of the National Bureau of Economic Research.