Accountability, Ability and Disability: Gaming the System?

David N. Figlio, Lawrence S. Getzler

Research output: Chapter in Book/Report/Conference proceedingChapter

69 Scopus citations

Abstract

This paper utilizes highly detailed student-level data to examine whether the initiation of a high-stakes test for accountability purposes affected Florida public schools' decisions regarding whether to assign students to special education. Using student-level fixed effects models, we find that schools systematically placed students from low socio-economic status backgrounds and historically low-performing students into special education categories that were at the time exempt from the accountability system. High-poverty schools are significantly more likely to reclassify low-achieving students than are more affluent schools. These results provide important implications for the design of school accountability systems.

Original languageEnglish (US)
Title of host publicationImproving School Accountability Chec-Ups or Choice
EditorsTimothy Gronberg, Dennis Jansen
Pages35-49
Number of pages15
DOIs
StatePublished - Jul 6 2006

Publication series

NameAdvances in Applied Microeconomics
Volume14
ISSN (Print)0278-0984

ASJC Scopus subject areas

  • Economics, Econometrics and Finance (miscellaneous)

Fingerprint Dive into the research topics of 'Accountability, Ability and Disability: Gaming the System?'. Together they form a unique fingerprint.

  • Cite this

    Figlio, D. N., & Getzler, L. S. (2006). Accountability, Ability and Disability: Gaming the System? In T. Gronberg, & D. Jansen (Eds.), Improving School Accountability Chec-Ups or Choice (pp. 35-49). (Advances in Applied Microeconomics; Vol. 14). https://doi.org/10.1016/S0278-0984(06)14002-X