Myths of official measurement: Limits to test-based education reforms with weak governance

Abhijeet Singh and Petter Berg

Journal of Public Economics, 2024, vol. 239, issue C

Abstract: Assessment-led school reforms are a central pillar of policy packages recommended to address low student achievement in developing countries. We use direct audit evidence to assess the truthfulness of official assessments in a reform that has tested over 6 million students annually since 2011 in the large Indian state of Madhya Pradesh. Comparing responses to the same test questions by the same students shows a doubling of reported achievement in administrative data versus independent tests. This difference is lower, within schools, in grades with multiple test booklets and external grading. Overall, in contexts with weak governance, interventions relying on test-based accountability appear unlikely to succeed without complementary investments to assure data integrity.

Keywords: Accountability; Cheating; Test scores; India (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0047272724001828
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:pubeco:v:239:y:2024:i:c:s0047272724001828

DOI: 10.1016/j.jpubeco.2024.105246

Access Statistics for this article

Journal of Public Economics is currently edited by R. Boadway and J. Poterba

More articles in Journal of Public Economics from Elsevier
Bibliographic data for series maintained by Catherine Liu ().