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

Arbeitspapier

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.

Object Details

• Language: Englisch

References and Relationships

• Bibliographic citation: Series: IZA Discussion Papers ; No. 13450

Classification and Topics

• Classification: Wirtschaft ; Information, Knowledge, and Uncertainty: General ; Education and Research Institutions: General ; Education: Government Policy
• Subject: national standardized assessments ; information disclosure ; school-level results ; school accountability ; student outcomes

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Morozumi, Atsuyoshi ; Tanaka, Ryuichi
• Event: Veröffentlichung
• (who): Institute of Labor Economics (IZA)
• (where): Bonn
• (when): 2020

Further information

• Handle: http://hdl.handle.net/10419/223892
• Last update: 10.03.2025, 11:42 AM CET