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Researchers Found Faked Scores Paradoxically Led to Better Schools in Long Term
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Soaring ceilings, beautifully finished floors, chef-worthy kitchens—all these examples of homebuying catnip are well down the list of must-haves for a certain kind of purchaser with one question: How are the schools?
New research from the University of Maryland illustrates the power of that impulse, revealing how artificially inflated grades influenced housing prices near affected schools in London by thousands of dollars and spurred economic growth that led to gentrification.
The study, forthcoming in the Journal of Labor
Economics, linked leniency by standardized test evaluators to inflated
school grades that fooled parents into moving to school zones that they
believed were of better quality or enrolled higher performing children. As
housing demand rose near schools with the most score inflation, so did real
estate values. It is the first study to show a direct cause and effect between
inflated grades and economic changes to nearby neighborhoods.
The researchers also found that over decades, the influx of wealthier residents
drew additional amenities such as shops and services, and paradoxically, led to
tangible improvements in schools. The results are relevant to the U.S., where
school choice is affected by where children live, and score
manipulation or score inflation has been cited in school district scandals
from Atlanta, to
California,
New York and
Texas.
“Our study documents how misperception caused by score inflation can lead to
the gentrification of local neighborhoods with a permanent change to house
prices and the number of brick-and-mortar businesses catering to the needs of
families,” said Erich Battistin, a professor in the UMD Department of
Agricultural and Resource Economics and lead author of the study.
Battistin analyzed multiple censuses that contained data on schools,
residential sales, neighborhood demographics, available goods and services and
other characteristics on a block-by-block basis. By looking at a variety of
data sets collected from 1991 to 2019, Battistin detected a direct, long-term
effect of a grading policy for children up to Year 6 (or age 11) called
borderlining, which ended throughout England in 2007.
Borderlining allowed standardized exams of students who narrowly missed
grade-level targets to be re-evaluated and bumped up to passing grades at the
evaluator’s discretion. Borderlining was meant to avoid unfair denial of grade
promotions, but instead it led to overstated school achievement ratings.
The researchers found that although assignment of more lenient evaluators was
random, over time some schools “got lucky” with more frequent upward grade
adjustments than others. The study showed that the schools that received the
most upgrading saw an average home price increase of £5,827 (the equivalent of
$6,977 at current exchange rates).
In areas experiencing the fastest growth and where parents can choose between
multiple schools, housing prices rose £8,292 ($9,928) near schools with the
most upgrading—which unlike many other factors and amenities that attract
homebuyers, was not related to the economics of the area.
“One would expect to see sorting in which wealthier parents locate where
high-achieving kids are and, as a consequence, less affluent parents must
locate in areas with low-achieving kids,” Battistin said. “Borderlining
somewhat makes this sorting more difficult, because it artificially inflates
parents’ perceptions of the true proportion of high achievers in some schools.”
Further investigation of the data showed that, over time, as wealthier
residents moved in to capitalize on the illusion of better schools, amenities
followed.
“Businesses follow the money,” Battistin said. “Parents walk their kids to
school, so as wealthier parents move into an area, coffee shops move in to
serve those parents on the walk home. Supermarkets come and eventually
delicatessens, and so on. The economic composition changes and you have a kind
of gentrification, and it all starts with leniency by these examination
evaluators, which is unrelated to the underlying quality of schools.”
Administrative records also revealed that as demographics shifted, schools put
more effort into competing for students by investing in maintenance and
beautification and allocating more resources to achievement-oriented learning
activities and academic curricula. The effects were larger in neighborhoods
where parents had more opportunities to choose their children’s schools.
“It was a bit of a self-fulfilling prophecy,” Battistin said. “But it is
interesting to note that these effects were not the result of intentional
wrongdoing, but leniency that may have unexpected effects in local markets
beyond the impacts on students.”
The study suggests further research should be done to understand the ripple
effects of grade inflation, such as if limiting parents' ability to accurately
judge a school’s characteristics and test scores can benefit schools and
neighborhoods, and if those benefits are felt by the original residents.
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