Please use this identifier to cite or link to this item:
|Title:||"Do Accountability and Voucher Threats Improve Low-Performing Schools?"|
Rouse, Cecilia E.
|Abstract:||In this paper we study the effects of the threat of school vouchers and school stigma in Florida on the performance of “low-performing” schools using student-level data from a subset of districts. Estimates of the change in school-level high-stakes test scores from the first year of the reform are consistent with the early results used by the state of Florida to claim large-scale improvements associated with the threat of voucher assignment. However, we also find that much of this estimated effect may be due to other factors. While we estimate a small relative improvement in reading scores on the high-stakes test for voucher-threatened/stigmatized schools, we estimate a much smaller relative improvement on a lower-stakes, nationally norm-referenced, test. Further, the relative gains in reading scores are explained largely by changing student characteristics. We find more evidence for a positive differential effect on math test scores on both the low- and high stakes tests, however, the results from the lower-stakes test appear primarily limited to students in the high-stakes grade. Finally, we find some evidence that the relative improvements following the introduction of the A+ Plan by low-performing schools were more due to the stigma of receiving the low grade rather than the threat of vouchers.|
|Appears in Collections:||ERS Working Papers|
Files in This Item:
|14ers.pdf||136.54 kB||Adobe PDF||View/Download|
Items in Dataspace are protected by copyright, with all rights reserved, unless otherwise indicated.