Does public information about school quality lead parents to sort their children out of schools with relatively poor performance? Use of this exit option in response to information about school quality has the potential to indirectly foster school responsiveness to quality concerns. To determine whether this information affects student exit, I use a regression discontinuity design to examine the effect of school grades on exit. Results indicate that parents do not seem to respond to information about school quality generally and, thus, cast doubt on the effectiveness of indirect accountability to promote educational improvement. However, there is limited evidence that particularly poor school performance accompanied by institutional mechanisms for school choice promote student sorting away from low-quality schools. (Contains 12 figures, 9 tables, and 11 footnotes.) [Funding for this paper was provided by the National Science Foundation's IGERT program.]