Short-Run Impacts of Accountability on School Quality
利用纽约市2007年学校评级（A至F）与奖惩挂钩的政策，通过断点回归发现低评级短期内显著提升了学生成绩（数学效果大于英语）和家长对学校质量的评价。
In the fall of 2007, New York City began using student tests and other measures to assign each school a grade (A to F), and linked grades to rewards and consequences, including possible school closure. These grades were released in late September, arguably too late for schools to make major changes in programs or personnel, and students were tested again in January (English) and March (math). Despite this time frame, regression discontinuity estimates indicate that receipt of a low grade significantly increased student achievement, more so in math than English, and improved parental evaluations of school quality.