NATIONAL BUREAU OF ECONOMIC RESEARCH
NATIONAL BUREAU OF ECONOMIC RESEARCH

School Accountability, Postsecondary Attainment and Earnings

David J. Deming, Sarah Cohodes, Jennifer Jennings, Christopher Jencks

NBER Working Paper No. 19444
Issued in September 2013
NBER Program(s):   CH   ED   LS

We study the impact of accountability pressure in Texas public high schools in the 1990s on postsecondary attainment and earnings, using administrative data from the Texas Schools Project (TSP). We find that high schools respond to the risk of being rated Low-Performing by increasing student achievement on high-stakes exams. Years later, these students are more likely to have attended college and completed a four-year degree, and they have higher earnings at age 25. However, we find no overall impact - and large declines in attainment and earnings for low-scoring students - of pressure to achieve a higher accountability rating.

You may purchase this paper on-line in .pdf format from SSRN.com ($5) for electronic delivery.

Information about Free Papers

You should expect a free download if you are a subscriber, a corporate associate of the NBER, a journalist, an employee of the U.S. federal government with a ".GOV" domain name, or a resident of nearly any developing country or transition economy.

If you usually get free papers at work/university but do not at home, you can either connect to your work VPN or proxy (if any) or elect to have a link to the paper emailed to your work email address below. The email address must be connected to a subscribing college, university, or other subscribing institution. Gmail and other free email addresses will not have access.

E-mail:

An online appendix is available for this publication.

Machine-readable bibliographic record - MARC, RIS, BibTeX

Document Object Identifier (DOI): 10.3386/w19444

Users who downloaded this paper also downloaded these:
Chetty, Friedman, and Rockoff w19424 Measuring the Impacts of Teachers II: Teacher Value-Added and Student Outcomes in Adulthood
Rivkin and Schiman w19464 Instruction Time, Classroom Quality, and Academic Achievement
Chetty, Friedman, and Rockoff w19423 Measuring the Impacts of Teachers I: Evaluating Bias in Teacher Value-Added Estimates
Pallais w19480 Small Differences that Matter: Mistakes in Applying to College
Angrist, Cohodes, Dynarski, Pathak, and Walters w19275 Stand and Deliver: Effects of Boston's Charter High Schools on College Preparation, Entry, and Choice
 
Publications
Activities
Meetings
NBER Videos
Data
People
About

Support
National Bureau of Economic Research, 1050 Massachusetts Ave., Cambridge, MA 02138; 617-868-3900; email: info@nber.org

Contact Us