Accountability incentives and academic achievement: Distributional impacts of accountability when standards are set low

Abstract

This paper examines the effects of a compositional shift in a school’s testing population brought about by the elimination of special education testing exemptions. The policy change forced schools to add varying levels of generally low-achieving students to their testing pools, altering accountability incentives. I provide evidence that the elimination of exemptions caused significant test score increases for initially low-achieving students and narrowed the black-white test gap. I show that the measured effects were not caused by changes in classroom composition. Rather, benefits flowed to low-achieving students because Texas’ accountability standard was low relative to the skills of its students.