The economics of school accountability

D. N. Figlio*, H. F. Ladd

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Demands for more accountability and results-based incentive systems in K-12 education come from many directions and currently dominate much of the education policy discussion at both the state and federal levels in the United States (Ladd, 1996; Ladd & Hansen, 1999) and abroad (Burgess, Propper, Slater, & Wilson, 2005). Accountability in education is a broad concept that could be addressed in many ways: using political processes to assure democratic accountability, introducing market-based reforms to increase accountability to parents and children, developing peer-based accountability systems to increase the professional accountability of teachers, or using administrative accountability systems designed to drive the system toward higher student achievement. This article focuses on this last approach and pays particular attention to programs that focus on the individual school as the primary unit of accountability.

Original languageEnglish (US)
Title of host publicationThe Economics of Education
Subtitle of host publicationA Comprehensive Overview
PublisherElsevier
Pages567-575
Number of pages9
ISBN (Electronic)9780081026458
ISBN (Print)9780128153918
DOIs
StatePublished - Jan 20 2020

Keywords

  • Designing school
  • Growth model
  • Principal-agent problem
  • Status model
  • Student achievement
  • Test-based school accountability

ASJC Scopus subject areas

  • Economics, Econometrics and Finance(all)
  • Business, Management and Accounting(all)

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