Performance Information and Retrospective Voting: Evidence from a School Accountability Regime. Program on Education Policy and Governance Working Paper Series. PEPG 15-03

Autor/in	Barrows, Samuel
Institution	Harvard University, Program on Education Policy and Governance
Titel	Performance Information and Retrospective Voting: Evidence from a School Accountability Regime. Program on Education Policy and Governance Working Paper Series. PEPG 15-03
Quelle	(2015), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Voting; Educational Policy; Accountability; Public Officials; Government Role; School Effectiveness; Boards of Education; Elections; Regression (Statistics); Tables (Data); Credibility; Public Schools; Political Candidates; Correlation; Academic Achievement; Elementary Secondary Education; Achievement Tests; Standardized Tests; State Standards; Florida; Florida Comprehensive Assessment Test + Suchen Sie Ihr Suchwort? Abstimmung; Politics of education; Bildungspolitik; Verantwortung; Schuleffizienz; Ausschuss; Election; Wahl; Regression; Regressionsanalyse; Tabelle; Glaubwürdigkeit; Public school; Öffentliche Schule; Korrelation; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test
Abstract	Governments are increasingly publishing information about the performance of the services they provide, in part to help citizens hold their elected representatives accountable for government service outcomes. Yet there is little evidence concerning the influence of information about government service performance on voter behavior. This paper examines the degree to which school performance information affects incumbent support in school board elections. A regression discontinuity analysis indicates that voters reward incumbents when local schools achieve the highest available measure of school performance. Voters do not respond to information differentiating between schools in the middle of the performance distribution, however, or to information from a source that lacks credibility. The following are appended: (1) Regression Discontinuity Specification; (2) Cross-Validation Procedure to Select Bandwidths; (3) Tables and Figures. [This research has been supported by a Harvard University grant from the Multidisciplinary Program in Inequality and Social Policy.] (As Provided).
Anmerkungen	Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.hks.harvard.edu/pepg
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01