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Publicizing the results of standardized external tests: Does it have an effect on school outcomes?

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  • Brindusa Anghel
  • Antonio Cabrales
  • Jorge Sainz
  • Ismael Sanz

Abstract

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 to 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. Using data from a single country allows us to minimize biases arising from difference 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 that effects have to come directly from the impact on teachers and administrators.

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File URL: http://documentos.fedea.net/pubs/dt/2013/dt-2013-01.pdf
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Bibliographic Info

Paper provided by FEDEA in its series Working Papers with number 2013-01.

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Date of creation: Jan 2013
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Handle: RePEc:fda:fdaddt:2013-01

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  1. Brindusa Anghel & Antonio Cabrales, 2010. "The Determinants of Success in Primary Education in Spain," Working Papers 2010-20, FEDEA.
  2. Eric Hanushek & Ludger Woessmann, 2010. "The Economics of International Differences in Educational Achievement," Discussion Papers 09-013, Stanford Institute for Economic Policy Research.
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