Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
This paper examines public school district budgetary responses to school accountability ratings. We identify school district budgetary changes through a “rating shock” due to a major change in school accountability systems in Texas. Texas implemented a new accountability system and new exam, and allowed schools a “gap” year to adjust to the new test. Using the new Texas exam as an exogenous change, we find a 1.5% increase in instructional budgets, mainly for teachers, as a response to a drop in rating. This increase is found to disappear within 3years, suggesting temporary budget support to “learn” the new system but no long run institutional change.