We study the impact of accountability pressure in Texas public high schools in the 1990s on postsecondary attainment and earnings, using administrative data from the Texas Schools Project. Schools respond to the risk of being rated Low Performing by increasing student achievement on high-stakes exams. Years later, these students are more likely to have attended college and completed a four-year degree, and they have higher earnings at age 25. However, we find no overall impact of accountability pressure to achieve a higher rating, and large negative impacts on attainment and earnings for the lowest-scoring students.

中文翻译：

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学校问责制，专上教育程度和收入

我们使用得克萨斯学校项目的管理数据，研究了1990年代德克萨斯州公立中学的问责压力对中学后学历和收入的影响。学校通过提高学生在高分考试中的成绩来应对被评为“低表现”的风险。几年后，这些学生更有可能上过大学并完成了四年制学位，并且他们在25岁时的收入更高。但是，我们发现获得更高评分的责任压力并没有整体影响，并且对得分最低的学生的学历和收入。