This dissertation evaluates the impact of accountability pressure on a context where there is school choice. The Chilean context provides a unique opportunity for this purpose since it constitutes a system with school choice since the 1980s and since 2008 there is a policy that introduces a means-tested voucher that introduces incentives to schools to improve their performance. Under this policy, schools are classified based on students’ test scores and other school factors (such as teacher evaluations, approval rates, retention rates), and are linked to punishments and rewards. I assess the impact of accountability pressure on outcomes that have consequences attached (high-stakes outcomes), and other outcomes that may reflect the quality of the school but do not have direct consequences attached (low-stakes outcomes). I use a fuzzy regression discontinuity to estimate the effect of receiving different school classifications on high-stakes test scores, low-stakes test scores, school behavioral responses, and student and teacher body composition. Estimates of the effects on 4th and 8th grade math, language and science are never significantly different from zero. There is also no evidence of parental or teacher response.

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 93-98). Also available in print.

Thesis (Ph. D.)--Columbia University, 1930. / Vita. Published also as Teachers College, Columbia University, Contributions to education, no. 431. eContent provider-neutral record in process. Description based on print version record. Bibliography: 96-105.

published_or_final_version / Education / Master / Master of Education

The purpose of the study was to measure the extent to which superintendents would manifest observable leader behavior change after having received increased feedback relative toactual and ideal behavior expected of the head administrator as perceived by elementary school principals. Consideration was also given to whether the age of superintendents, number of years in the present position as superintendents, time interval between feedback and reassessment, as well as the form in which the information was presented to superintendents related to perceived behavioral change.

Thesis (MEd)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (Ed. D.)--University of Washington, 1998. / Vita. Includes bibliographical references (leaves [162]-172.

Thesis (Ph. D.)--Columbia University, 1928. / Title in Chinese at head of t.p. Vita. "Application to the needs of China": p. [200]-245. Bibliography: p. [247]-253.

Thesis (Ph. D.)--Columbia University, 1928. / Title in Chinese at head of t.p. Vita. "Application to the needs of China": p. [200]-245. Bibliography: p. [247]-253.

Thesis (Ph. D.)--Columbia University, 1931. / Vita. "Possibilitites of adaptation and application to Philippine educational conditions": p. 53-79.