Working Paper: NBER ID: w12628
Authors: Colleen Donovan; David N. Figlio; Mark Rush
Abstract: This paper is the first to explore the effects of school accountability systems on high-achieving students' long-term performance. Using exceptional data from a large highly-selective state university, we relate school accountability pressure in high school to a student's university-level grades and study habits. We exploit a change in the state's accountability system in 1999 that led to some schools becoming newlythreatened by accountability pressure and others becoming newly-unthreatened to identify the effects of accountability pressure. We find that an accountability system based on a low-level test of basic skills apparently led to generally reduced performance by high-achieving students, while an accountability system based on a more challenging criterion-referenced exam apparently led to improved performance in college on mathematics and other technical subjects. Both types of systems are associated with increased "cramming" by students in college. The results indicate that the nature of an accountability system can influence its effectiveness.
Keywords: school accountability; college performance; study habits; high-achieving students
JEL Codes: I2
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Accountability system based on a low-level test of basic skills (I21) | Reduction in performance among high-achieving students (D29) |
| More challenging criterion-referenced exam (C52) | Improved performance in college, particularly in mathematics and technical subjects (D29) |
| Threatened by accountability sanctions (E61) | Increased cramming behavior in college (D29) |
| Increased cramming behavior in college (D29) | Worse performance in courses (D29) |
| Transition from old accountability system to new system (P21) | Significant influence on student outcomes (I24) |