Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/126260 
Autor:innen: 
Erscheinungsjahr: 
2015
Schriftenreihe/Nr.: 
Upjohn Institute Working Paper No. 15-217
Verlag: 
W.E. Upjohn Institute for Employment Research, Kalamazoo, MI
Zusammenfassung: 
The 2001 No Child Left Behind Act (NCLB) increased accountability pressure in U.S. public schools by threatening to impose sanctions on Title 1 schools that failed to make adequate yearly progress (AYP) in consecutive years. Difference-in-difference estimates of the effect of failing AYP in the first year of NCLB on teacher effort in the subsequent year suggest that, on average, teacher absences in North Carolina fell by about 10 percent, and the probability of being absent 15 or more times fell by about 30 percent. Reductions in teacher absences were driven by within-teacher increases in effort and were larger among more effective teachers.
Schlagwörter: 
performance standards
employee effort
teacher absences
accountability
No Child Left Behind
JEL: 
J45
J48
J22
I2
Persistent Identifier der Erstveröffentlichung: 
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
321.92 kB





Publikationen in EconStor sind urheberrechtlich geschützt.