Should School-Level Results of National Assessments Be Made Public?

Atsuyoshi Morozumi () and Ryuichi Tanaka

No 13450, IZA Discussion Papers from Institute of Labor Economics (IZA)

Abstract: Many countries conduct national standardized assessments of educational performance, the results of which may be published at the school level or at a higher level of aggregation. Publication at the school level potentially improves student achievements by holding schools accountable, whereas such accountability pressure may have distributional consequences and/or compromise outcomes beyond education achievements (labeled as non-cognitive skills). Using a Japanese policy reform that created variation in the disclosure system of national assessment results across municipalities, we show that publishing school-level results increases students' test scores across the entire score distribution, with no evidence of adverse impacts on noncognitive skills.

Keywords: national standardized assessments; information disclosure; school-level results; school accountability; student outcomes (search for similar items in EconPapers)
JEL-codes: D80 I20 I28 (search for similar items in EconPapers)
Pages: 46 pages
Date: 2020-07
New Economics Papers: this item is included in nep-edu
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Citations: View citations in EconPapers (6)

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