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Research ArticleArticle

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

Rebecca Dizon-Ross
Published online before print October 16, 2018, 1015-7438R1; DOI: https://doi.org/10.3368/jhr.55.1.1015.7438R1
Rebecca Dizon-Ross
Rebecca Dizon-Ross is an assistant professor of economics at The University of Chicago Booth School of Business.
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Abstract

Does holding schools accountable for student performance cause good teachers to leave low-performing schools? Using data from New York City, which assigns accountability grades to schools based on student achievement, I perform a regression discontinuity analysis and find evidence of the opposite effect. At the bottom end of the school grade distribution, lower accountability grades decrease teacher turnover and increase joining teachers’ quality. A likely channel is that accountability pressures increase principal effort at lower- graded schools, which teachers value. In contrast, at the top end of the school grade distribution, low accountability grades may negatively impact joining teachers’ quality.

Keywords
  • Teacher labor market
  • School accountability
  • Teacher quality
JEL Codes
  • I28 (education and government policy)
  • I24 (education and inequality)
  • J18 (Public policy)

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Journal of Human Resources: 60 (3)
Journal of Human Resources
Vol. 60, Issue 3
1 May 2025
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How Does School Accountability Affect Teachers? Evidence from New York City
Rebecca Dizon-Ross
Journal of Human Resources Oct 2018, 1015-7438R1; DOI: 10.3368/jhr.55.1.1015.7438R1

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How Does School Accountability Affect Teachers? Evidence from New York City
Rebecca Dizon-Ross
Journal of Human Resources Oct 2018, 1015-7438R1; DOI: 10.3368/jhr.55.1.1015.7438R1
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Keywords

  • Teacher labor market
  • School accountability
  • Teacher quality
  • I28 (education and government policy)
  • I24 (education and inequality)
  • J18 (Public policy)
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