Feeling the Florida Heat? How Low-Performing Schools Respond to Voucher and Accountability Pressure

By C. Rouse, Jane Hannaway, Dan Goldhaber, David N. Figlio. 2007

225 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management, Soil Science

View Paper: https://www.semanticscholar.org/paper/0a1ade25694e52299b27516f62c262622b4ec6d3

Citations in the corpus

• Incentives and Test-Based Accountability in Education (2011, unknown): “There have been a number of studies of the instructional changes that have accompanied the implementation of school incentives (e.g., Center on Education Policy, 2007a; Hamilton et al., 2007; Rouse et al., 2007; Stecher, 2002; White and Rosenbaum, 2008).”
• Free to Choose: Can School Choice Reduce Student Achievement? (2015, unknown): “Similar sanctions appear to be effective at improving achievement in other contexts (Chiang 2009; Rockoff and Turner 2010; Rouse et al. 2013; Deming et al. 2016); we might expect the LSP to improve over time if its sanctions successfully identify the participating schools with most negative achievem”
• The Effects of NCLB on School Resources and Practices (2013, unknown): “For example, the study by Rouse et al. (2007) relies on a comparatively rich set of outcome measures but may have attenuated external validity because it is limited to Florida.”
• Competitive Effects of Means-Tested School Vouchers. Working Paper 46. (2010, unknown): “Other papers (e.g., Chakrabarti 2007; Chiang 2009; Figlio and Rouse 2006; Rouse et al.2007; and West and Peterson 2006) estimate the effects of receipt of an "F" grade in Florida's school accountability system, because repeated receipt of the lowest grade triggered voucher eligibility for students…”
• Improving Measurement of Productivity in Higher Education (2013, unknown): “107-110) lead to substantial gains in at least some subjects (Ballou and Springer, 2008; Ladd and Lauen, 2010; Reback, Rockoff, and Schwartz, 2011; Wong, Cook, and Steiner, 2010), and others have found that accountability systems implemented by states and localities also improve average student test”
• Performance-Based Funding in American Higher Education: A Systematic Synthesis of the Intended and Unintended Consequences (2020, unknown): “High-stakes accountability policies generated some intended outcomes by aligning teachers’ instructional practices with test content and shifting more resources into instructional activities (Polikoff, 2012; Rouse et al., 2013).”