School Accountability, Postsecondary Attainment, and Earnings
利用德克萨斯州行政数据，研究1990年代高中问责压力对学生高等教育成就和25岁时收入的影响，发现避免低评级压力提升学生成绩和长期收益，但对最低分学生有负面效应。
We study the impact of accountability pressure in Texas public high schools in the 1990s on postsecondary attainment and earnings, using administrative data from the Texas Schools Project. Schools respond to the risk of being rated Low Performing by increasing student achievement on high-stakes exams. Years later, these students are more likely to have attended college and completed a four-year degree, and they have higher earnings at age 25. However, we find no overall impact of accountability pressure to achieve a higher rating, and large negative impacts on attainment and earnings for the lowest-scoring students.