School accountability laws and the consumption of psychostimulants

被引:30
作者
Bokhari, Farasat A. S. [1 ,2 ]
Schneider, Helen [3 ]
机构
[1] Kings Coll London, Div Hlth & Social Care Res, London SE1 3QD, England
[2] Univ London London Sch Econ & Polit Sci, LSE Hlth & Social Care, London WC2A 2AE, England
[3] Univ Texas Austin, Dept Econ, Austin, TX 78712 USA
关键词
Attention Deficit Hyperactivity Disorder; ADD/ADHD; Psychostimulants; School accountability laws; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; MEDICATION TREATMENT; CHILDREN; ACHIEVEMENT; STUDENTS; ADHD; DISABILITIES; BEHAVIOR; OUTCOMES; THERAPY;
D O I
10.1016/j.jhealeco.2011.01.007
中图分类号
F [经济];
学科分类号
02 ;
摘要
Over the past decade, several states introduced varying degrees of accountability systems for schools, which became federal law with the passage of the No Child Left Behind Act of 2001. The intent of these accountability laws was to improve academic performance and to make school quality more observable. Nonetheless, schools have reacted to these pressures in several different ways, some of which were not intended. We make use of the variation across states and over time in specific provisions of these accountability laws and find that accountability pressures effect medical diagnoses and subsequent treatment options of school aged children. Specifically, children in states with more stringent accountability laws are more likely to be diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) and consequently prescribed psychostimulant drugs for controlling the symptoms. However, conditional on diagnosis, accountability laws do not further change the probability of receiving medication therapy. (C) 2011 Elsevier B.V. All rights reserved.
引用
收藏
页码:355 / 372
页数:18
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