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

Rebecca Dizon-Ross

NBER Working Paper No. 24658
Issued in May 2018

---- Acknowledgments ----

I want to thank the New York City Department of Education for providing me with the data, and Dominique West and Marsha Modeste for answering all of my data questions. I am very grateful to Ran Abramitzky, Pascaline Dupas, Caroline Hoxby, and Seema Jayachandran for help and guidance, and to Marinho Bertanha, Elise Dizon-Ross, David Figlio, Anil Jain, Jonah Rockoff, Fabiana Silva, Jenny Ying, and numerous participants at the Stanford Applied Lunch for helpful comments. Christine Cai provided excellent research assistance. All errors are my own. I appreciate the generous support of the Shultz Graduate Student Fellowship in Economic Policy, the endowment in memory of B.F. Haley and E.S. Shaw, the Spencer Foundation, and the National Science Foundation. The views expressed herein are those of the author and do not necessarily reflect the views of the National Bureau of Economic Research.

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