Publicizing the results of standardized external tests: does it have an effect on school outcomes?
Entidad
UAM. Departamento de Análisis Económico, Teoría Económica e Historia EconómicaEditor
Springer VerlagFecha de edición
2015-12-01Cita
10.1186/s40174-014-0029-3
IZA Journal of European Labor Studies 4.7 (2015): 1-20
ISSN
2193-9004DOI
10.1186/s40174-014-0029-3Financiado por
Support from the Spanish Ministry of Science and Technology from grant ECO2012-31985.Proyecto
Gobierno de España. ECO2012-31985Versión del editor
http://dx.doi.org/10.1186/s40174-014-0029-3Materias
Difference-in-difference; External and standardized tests; PISA; Synthetic control methods; EconomíaDerechos
© 2015 Anghel et al.; licensee Springer. This is an Open Access article distributed under the terms of the Creative Commons Attribution LicenseResumen
We study the effect of standardized external tests on students’ academic outcomes.
We exploit the fact that only one of the 17 Spanish regions started doing and
publishing the results of standardized tests in 2005 and apply a difference-in-difference
methodology using outcomes of the PISA study from 2000 to 2009. We later confirm
our results using synthetic control methods. Employing data from a single country
allows us to minimize biases arising from differences in legal frameworks, social or
cultural environments. Our econometric analysis lends plausibility to the hypothesis
that this type of test significantly improves student outcomes. A key novelty is that
our exams do not have academic consequences for the students, so effects have to
come directly from the impact on teachers and administrators.
Lista de ficheros
Google Scholar:Anghel, Brindusa
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Cabrales, Antonio
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Sainz, Jorge
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Sanz, Ismael
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