The Effects of School Accountability Ratings in California Under ESSA on Student Graduation and College and Career Readiness
Using a regression discontinuity design, we examine the effects on graduation and college and career readiness of two types of school performance designations under ESSA in California: (1) color ratings based on individual performance measures that are highly visible, yet do not carry direct ramific...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SAGE Publishing
2025-07-01
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| Series: | AERA Open |
| Online Access: | https://doi.org/10.1177/23328584251349186 |
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| Summary: | Using a regression discontinuity design, we examine the effects on graduation and college and career readiness of two types of school performance designations under ESSA in California: (1) color ratings based on individual performance measures that are highly visible, yet do not carry direct ramifications; and (2) federally-mandated Comprehensive Support and Improvement (CSI) designations based on multiple performance measures that are less visible, but have explicit consequences for designated schools. We find significant positive effects of a red color rating (the lowest performance designation) on the outcome on which the rating was based, yet no significant effect of a CSI designation. Descriptive evidence from a principal survey and interviews with district administrators highlight two potential mechanisms behind the differential effects: (1) the relative clarity of color ratings that rely on a single performance measure; and (2) the visibility of color ratings that may induce a sense of urgency among stakeholders. |
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| ISSN: | 2332-8584 |