实质性学校问责制的长期效应
The Long-Run Effects of Consequential School Accountability
Journal of Labor Economics · 2021 · [{"name": "Jonathan Mansfield", "affiliation": ["Binghamton University"]}, {"name": "David Slichter", "affiliation": ["Binghamton University"]}]
中文摘要
问责制项目的兴起，可能是20世纪90年代至21世纪初美国教育领域最显著的变化。我们衡量了这些项目对学生长期结果的影响，发现学生的收入、职业技能水平和受教育年限均有所提高，尽管在大多数模型设定中，劳动力市场效应在统计上并不显著。一种典型的、在七个年级实施高风险考试的问责制度，可使受教育年限增加0.1年。最后，职业技能使用模式并不支持“应试教学”的担忧。我们的结果表明，问责制对学生人力资本更可能是有益的，而非有害的。
Abstract
The rise of accountability programs was perhaps the most noticeable change in American education during the 1990s and early 2000s. We measure how these programs affected students’ long-run outcomes. We find increases in income, occupational skill level, and attainment, though the labor market effects are insignificant in most specifications. A typical accountability regime with high-stakes testing in seven grades increased attainment by 0.1 years. Last, the pattern of occupational skill usage does not support concerns about teaching to the test. Our results suggest that accountability was more likely beneficial than harmful for students’ human capital.