國立虎尾科技大學 |

Does School Accountability Pressure Improve School Quality?

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Does School Accountability Pressure Improve School Quality?/
作者:	Hanisch-Cerda, Barbara.
面頁冊數:	1 online resource (196 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Education policy. -
電子資源:	click for full text (PQDT)
ISBN:	9781369790047

Does School Accountability Pressure Improve School Quality?
Hanisch-Cerda, Barbara.

Does School Accountability Pressure Improve School Quality? - 1 online resource (196 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

This dissertation evaluates the impact of accountability pressure on a context where there is school choice. The Chilean context provides a unique opportunity for this purpose since it constitutes a system with school choice since the 1980s and since 2008 there is a policy that introduces a means-tested voucher that introduces incentives to schools to improve their performance. Under this policy, schools are classified based on students' test scores and other school factors (such as teacher evaluations, approval rates, retention rates), and are linked to punishments and rewards. I assess the impact of accountability pressure on outcomes that have consequences attached (high-stakes outcomes), and other outcomes that may reflect the quality of the school but do not have direct consequences attached (low-stakes outcomes). I use a fuzzy regression discontinuity to estimate the effect of receiving different school classifications on high-stakes test scores, low-stakes test scores, school behavioral responses, and student and teacher body composition. Estimates of the effects on 4th and 8th grade math, language and science are never significantly different from zero. There is also no evidence of parental or teacher response.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369790047Subjects--Topical Terms:

1107727
Education policy.
Index Terms--Genre/Form:

554714
Electronic books.

Does School Accountability Pressure Improve School Quality?
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Henry M. Levin.
502 $a Thesis (Ph.D.) $c Columbia University $d 2017.
504 $a Includes bibliographical references
520 $a This dissertation evaluates the impact of accountability pressure on a context where there is school choice. The Chilean context provides a unique opportunity for this purpose since it constitutes a system with school choice since the 1980s and since 2008 there is a policy that introduces a means-tested voucher that introduces incentives to schools to improve their performance. Under this policy, schools are classified based on students' test scores and other school factors (such as teacher evaluations, approval rates, retention rates), and are linked to punishments and rewards. I assess the impact of accountability pressure on outcomes that have consequences attached (high-stakes outcomes), and other outcomes that may reflect the quality of the school but do not have direct consequences attached (low-stakes outcomes). I use a fuzzy regression discontinuity to estimate the effect of receiving different school classifications on high-stakes test scores, low-stakes test scores, school behavioral responses, and student and teacher body composition. Estimates of the effects on 4th and 8th grade math, language and science are never significantly different from zero. There is also no evidence of parental or teacher response.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Education policy. $3 1107727
650 4 $a Education finance. $3 1179336
650 4 $a Educational administration. $3 1148465
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