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School Accountability and Residential Location Patterns: Evaluating the Unintended Consequences of No Child Left Behind

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  • Keren Mertens Horn
Abstract
The 2002 to 2015 No Child Left Behind (NCLB) Act is often considered the most significant federal intervention into education in the United States since 1965 with the passage of the Elementary and Secondary Education Act. There is growing evidence that holding schools accountable is leading to some improved educational outcomes for students. There is in contrast very little work examining whether these sweeping reforms have unintended consequences for the communities which these schools are serving. As school attendance, particularly at the elementary school level, is closely tied to one�s residence, placing sanctions on a school could have negative repercussions for neighborhoods if it provides new information on school failure. In contrast, if these sanctions also bring new resources, including financial resources or school choice, they could spark additional demand within a neighborhood. Through the use of restricted access census data, which includes local housing values, rents and individual residential choices in combination with the use of a boundary discontinuity identification strategy, this paper seeks to examine how failure to meet Adequate Yearly Progress (AYP), the key enforcement mechanism of NCLB, is shaping local housing markets and residential choices in five diverse urban school districts: New York, Los Angeles, Philadelphia, Detroit and Tucson.

Suggested Citation

  • Keren Mertens Horn, 2017. "School Accountability and Residential Location Patterns: Evaluating the Unintended Consequences of No Child Left Behind," Working Papers 17-28, Center for Economic Studies, U.S. Census Bureau.
    • Handle: RePEc:cen:wpaper:17-28
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    File URL: https://www2.census.gov/ces/wp/2017/CES-WP-17-28.pdf
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    References listed on IDEAS

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    3. Alexander Bogin & Phuong Nguyen-Hoang, 2014. "Property Left Behind: An Unintended Consequence Of A No Child Left Behind “Failing” School Designation," Journal of Regional Science, Wiley Blackwell, vol. 54(5), pages 788-805, November.
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