David N. Figlio
Do Accountability and Voucher Threats Improve Low-Performing Schools?
ol:OL17627889M
aarecords_metadata
David N. Figlio, Cecilia Elena Rouse
"August 2005."

Includes bibliographical references (p. 33-35).

Also available in PDF from the NBER world wide web site (www.nber.org).
book_unknown
NBER working paper paper series -- no. 11597., Working paper series (National Bureau of Economic Research) -- working paper no. 11597., Cambridge, Mass, Massachusetts, 2005
61840530
OL17627889M OL5891888W
en
en
National Bureau of Economic Research
"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 highstakes 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"--National Bureau of Economic Research web site.
Do accountability and voucher threats improve low-performing schools?
2005
ol:OL17627889M
aarecords_metadata
OL17627889M
external_download meta_explore
book_unknown
en
ol
Do accountability and voucher threats improve low-performing schools?
David N. Figlio, Cecilia Elena Rouse
David N.  Figlio, Cecilia Elena Rouse
NBER working paper paper series -- no. 11597., Working paper series (National Bureau of Economic Research) -- working paper no. 11597., Cambridge, Mass, Massachusetts, 2005
NBER working paper paper series -- no.  11597. , Working paper series (National Bureau of Economic Research) -- working paper no.  11597. , Cambridge, Mass, Massachusetts, 2005
National Bureau of Economic Research

ol:OL17627889M
ol: OL17627889M
OL17627889M ol:OL17627889M
OL5891888W ol:OL5891888W
61840530 oclc:61840530
2005
ol:OL3478740M
aarecords_metadata
David N. Figlio, Cecilia Rouse
HB1
Includes bibliographical references.
Title from PDF file as viewed on 9/23/2005.
Also available in print.
System requirements: Adobe Acrobat Reader.
Mode of access: World Wide Web.
book_unknown
NBER working paper series ;, working paper 11597, Working paper series (National Bureau of Economic Research : Online) ;, working paper no. 11597., Cambridge, MA, Massachusetts, 2005
2005618926
OL5891888W OL3478740M
en
en
National Bureau of Economic Research
"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 highstakes 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"--National Bureau of Economic Research web site.
Do accountability and voucher threats improve low-performing schools?
2005
ol:OL3478740M
aarecords_metadata
OL3478740M
external_download meta_explore
book_unknown
en
ol
Do accountability and voucher threats improve low-performing schools?
David N. Figlio, Cecilia Rouse
David N.  Figlio, Cecilia Rouse
NBER working paper series ;, working paper 11597, Working paper series (National Bureau of Economic Research : Online) ;, working paper no. 11597., Cambridge, MA, Massachusetts, 2005
NBER working paper series ;, working paper 11597, Working paper series (National Bureau of Economic Research :  Online) ;, working paper no.  11597. , Cambridge, MA, Massachusetts, 2005
National Bureau of Economic Research

ol:OL3478740M
ol: OL3478740M
OL5891888W ol:OL5891888W
OL3478740M ol:OL3478740M
2005618926 lccn:2005618926
HB1 lcc:HB1
2005