Consistent with the current emphasis on performance-based accountability in K-12 education, several states and a few local districts have introduced school-based incentive programs. This paper provides one of the few evaluations of such programs on student outcomes. Using a panel data set for schools in large Texas cities, it measures the gains in student performance in Dallas relative to those in other cities. It finds positive and relatively large effects for Hispanic and white seventh graders, but not for black students. Potentially positive effects also emerge for drop out rates and principal turnover rates.
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Paper provided by Duke University, Department of Economics in its series Working Papers with number
96-18.
Length: Date of creation: 1996 Date of revision: Publication status: Published in Published in ECONOMICS OF EDUCATION REVIEW, Vol. 18, 1999, pages 1-16 Handle: RePEc:duk:dukeec:96-18
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Find related papers by JEL classification: I2 - Health, Education, and Welfare - - Education H7 - Public Economics - - State and Local Government; Intergovernmental Relations
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