I examine how performance-based accountability under No Child Left Behind affected the within-district distribution of per pupil school-level spending. Using administrative data from Texas, I classify schools in which the lowest-performing student subgroup was close to the proficiency threshold for making Adequate Yearly Progress as under accountability pressure. I present evidence that per pupil spending was around $60 higher in schools under accountability pressure after accounting for prior spending. A distributional shift that increased the share of teachers and reduced the share of teaching aides in pressured schools partially account for the higher spending, as do higher teacher wages. By contrast, distributional shifts in teaching experience as teachers enter and exit schools do not explain the effect on school expenditure.