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On Educational Performance Measures

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Author Info

  • Muriel, Alastair

    ()
    (Institute for Fiscal Studies, London)

  • Smith, Jeffrey A.

    ()
    (University of Michigan)

Abstract

Quantitative school performance measures (QPMs) are playing an ever larger role in education systems on both sides of the Atlantic. In this paper we outline the rationale for the use of such measures in education, review the literature relating to several important problems associated with their use, and argue that they nonetheless have a positive role to play in improving the educational quality. We delineate several institutional reforms which would help schools to respond "positively" to QPMs, emphasizing the importance of agents' flexibility to change the way they work, and the importance of a sound knowledge base regarding "what works" in raising attainment. We suggest that the present institutional setups in both England and the US too often hold schools accountable for outcomes over which they have little control – but that such problems are far from insurmountable.

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Bibliographic Info

Paper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 5897.

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Length: 32 pages
Date of creation: Aug 2011
Date of revision:
Publication status: published in: Fiscal Studies, 2011, 32(2), 187-206
Handle: RePEc:iza:izadps:dp5897

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Related research

Keywords: performance measures; education incentives; school quality;

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  1. Deborah Wilson & Anete Piebalga, 2008. "Accurate performance measure but meaningless ranking exercise? An analysis of the English school league tables," The Centre for Market and Public Organisation 07/176, Department of Economics, University of Bristol, UK.
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Cited by:
  1. Stephen Machin & Sandra McNally & Gill Wyness, 2013. "Education in a Devolved Scotland: A Quantitative Analysis," CEP Special Papers 30, Centre for Economic Performance, LSE.

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