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Tougher Educational Exam Leading to Worse Selection

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Author Info

  • Eduardo de Carvalho Andrade
  • Luciano I. de Castro

Abstract

This paper shows a somehow counterintuitive result: an increase in the exam diculty may reduce the average quality (productivity) of selected individuals. Since the exam does not verify all skills, when its standard rises, candidates with relatively low skills emphasized in the test and high skills demanded in the job may no longer qualify. Hence, an increase in the testing standard may be counterproductive. One implication is that policies should emphasize alignment between the skills tested and those required in the actual jobs.

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Bibliographic Info

Paper provided by Northwestern University, Center for Mathematical Studies in Economics and Management Science in its series Discussion Papers with number 1469.

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Date of creation: 01 Sep 2008
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Handle: RePEc:nwu:cmsems:1469

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Postal: Center for Mathematical Studies in Economics and Management Science, Northwestern University, 580 Jacobs Center, 2001 Sheridan Road, Evanston, IL 60208-2014
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Web page: http://www.kellogg.northwestern.edu/research/math/
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Related research

Keywords: school standard; signaling model; cognitive skill; noncog- nitive skill;

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References

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  1. Morris M. Kleiner, 2000. "Occupational Licensing," Journal of Economic Perspectives, American Economic Association, vol. 14(4), pages 189-202, Fall.
  2. James J. Heckman & Paul A. LaFontaine & Pedro L. Rodriguez, 2008. "Taking the Easy Way Out: How the GED Testing Program Induces Students to Drop Out," Working Papers 200829, Geary Institute, University College Dublin.
  3. Flavio Cunha & James Heckman & Susanne Schennach, 2010. "Estimating the technology of cognitive and noncognitive skill formation," CeMMAP working papers CWP09/10, Centre for Microdata Methods and Practice, Institute for Fiscal Studies.
  4. Shapiro, Carl, 1986. "Investment, Moral Hazard, and Occupational Licensing," Review of Economic Studies, Wiley Blackwell, vol. 53(5), pages 843-62, October.
  5. James Heckman & Flavio Cunha, 2007. "The Technology of Skill Formation," American Economic Review, American Economic Association, vol. 97(2), pages 31-47, May.
  6. Angrist, Joshua & Guryan, Jonathan, 2005. "Does Teacher Testing Raise Teacher Quality? Evidence from State Certification Requirements," IZA Discussion Papers 1500, Institute for the Study of Labor (IZA).
  7. Betts, Julian R, 1998. "The Impact of Educational Standards on the Level and Distribution of Earnings," American Economic Review, American Economic Association, vol. 88(1), pages 266-75, March.
  8. Roger Klein & Richard H. Spady & Andrew Weiss, 1987. "Factors Affecting the Output and Quit Propensities of Production Workers," NBER Working Papers 2184, National Bureau of Economic Research, Inc.
  9. Derek Neal, 2002. "How Vouchers Could Change the Market for Education," Journal of Economic Perspectives, American Economic Association, vol. 16(4), pages 25-44, Fall.
  10. Hanushek, Eric A. & Rivkin, Steven G., 2006. "Teacher Quality," Handbook of the Economics of Education, Elsevier.
  11. Thomas J. Kane & Jonah E. Rockoff & Douglas O. Staiger, 2006. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City," NBER Working Papers 12155, National Bureau of Economic Research, Inc.
  12. Gottlieb, Daniel & Moreira, Humberto Ataíde & Araújo, Aloísio Pessoa de, 2004. "A model of mixed signals with applications to countersignaling an the GED," Economics Working Papers (Ensaios Economicos da EPGE) 553, Graduate School of Economics, Getulio Vargas Foundation (Brazil).
  13. Thomas S. Dee & Brian A. Jacob, 2006. "Do High School Exit Exams Influence Educational Attainment or Labor Market Performance?," NBER Working Papers 12199, National Bureau of Economic Research, Inc.
  14. Julian R. Betts & Robert M. Costrell, 2000. "Incentives and Equity Under Standards-Based Reform," UMASS Amherst Economics Working Papers 2000-08, University of Massachusetts Amherst, Department of Economics.
  15. Costrell, Robert M, 1994. "A Simple Model of Educational Standards," American Economic Review, American Economic Association, vol. 84(4), pages 956-71, September.
  16. Yona Rubinstein & James J. Heckman, 2001. "The Importance of Noncognitive Skills: Lessons from the GED Testing Program," American Economic Review, American Economic Association, vol. 91(2), pages 145-149, May.
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Blog mentions

As found by EconAcademics.org, the blog aggregator for Economics research:
  1. In praise of dumbing down
    by chris dillow in Stumbling and Mumbling on 2009-04-09 09:21:00

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