Institutional Affiliation: Stanford University
|The Effects of Accountability Incentives in Early Childhood Education|
with , : w23859
In an effort to enhance the quality of early childhood education (ECE) at scale, nearly all U.S. states have recently adopted Quality Rating and Improvement Systems (QRIS). These accountability systems give providers and parents information on program quality and create both reputational and financial incentives for program improvement. However, we know little about whether these accountability reforms operate as theorized. This study provides the first empirical evidence on this question using data from North Carolina, a state with a mature QRIS. Using a regression discontinuity design, we examine how quasi-random assignment to a lower quality rating influenced subsequent outcomes of ECE programs. We find that programs responded to a lower quality rating with comparative performance gains...
Published: Daphna Bassok & Thomas S. Dee & Scott Latham, 2019. "The Effects of Accountability Incentives in Early Childhood Education," Journal of Policy Analysis and Management, vol 38(4), pages 838-866. citation courtesy of