Accountability systems and coping in the bureaucratic environment

Advocates for strengthening accountability in government assume stronger consequences will change bureaucratic behavior. This study considers whether more strict accountability regimes change bureaucrats’ discretionary efforts. We consider this puzzle using a conjoint experiment with teachers in New York State. Our results show street-level bureaucrats in high accountability settings prioritize low-performing clients, while street-level bureaucrats in moderate accountability settings prioritize clients exhibiting high levels of effort. Overall, teachers demonstrate a weak preference to provide extra assistance to students who are hardworking and low-performing.