Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure
利用佛罗里达州公立小学的五年三轮普查调查数据，研究发现面临问责压力的学校确实改变了教学实践，这些改变能部分解释考试成绩的提升，为区分真实进步与应试策略提供了新证据。
While numerous studies have found that school accountability boosts test scores, it is uncertain whether estimated test score gains reflect genuine improvements or merely “gaming” behaviors. This paper brings to bear new evidence from a unique five-year, three-round survey conducted of a census of public elementary schools in Florida that is linked with detailed administrative data on student performance. We show that schools facing accountability pressure changed their instructional practices in meaningful ways, and that these responses can explain a portion of the test score gains associated with the Florida school accountability system.