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The impact of combining performance-management tools and training with diagnostic feedback in public schools: Experimental evidence from Argentina

Rafael de Hoyos, Sharnic Djaker, Alejandro J. Ganimian and Peter A. Holland

Economics of Education Review, 2024, vol. 99, issue C

Abstract: Providing principals with low-stakes information on their students’ test scores has been shown to improve school management, instruction, and achievement in upper-middle income countries. We evaluate this approach by itself (“diagnostic feedback” or T1) and combined with tools and training (“performance management” or T2) through an experiment in 396 public primary schools in Salta, Argentina. After two years, T1 had null or adverse effects on students’ performance in school, but T2 reduced grade repetition (especially, among cohorts with more exposure), even a year after the interventions ended. We cannot rule out small-to-moderate effects on achievement. T2 also impacted teacher quality, student beliefs, bullying and discrimination, and extracurricular activities for high-exposure cohorts. Our results suggest that tools and training can effectively complement information in contexts of low principal capacity.

Keywords: Diagnostic feedback; Performance management; Professional development; School management; Student assessments; Argentina (search for similar items in EconPapers)
JEL-codes: C93 I21 I22 I25 (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:99:y:2024:i:c:s0272775724000128

DOI: 10.1016/j.econedurev.2024.102518

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