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, this study finds
evidence of the opposite effect. At the bottom end of the school grade
distribution, the study finds that a lower accountability grade decreases teacher
turnover and increases joining teachers’ quality.
A likely channel is
that accountability pressures induce increases in principal effort at
lower-graded schools, especially among high-quality principals, and
teachers value these changes.
In contrast, at the top end of the school
grade distribution, where accountability pressures are lower, low
accountability grades may negatively impact joining teachers’ quality.
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