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The impact of an accountability intervention with diagnostic feedback: Evidence from Mexico

Author

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  • de Hoyos, Rafael
  • Garcia-Moreno, Vicente A.
  • Patrinos, Harry Anthony

Abstract

The Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among schools with the lowest test scores in the national assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. The results indicate that full and wide dissemination of information detailing school quality is critically important.

Suggested Citation

  • de Hoyos, Rafael & Garcia-Moreno, Vicente A. & Patrinos, Harry Anthony, 2017. "The impact of an accountability intervention with diagnostic feedback: Evidence from Mexico," Economics of Education Review, Elsevier, vol. 58(C), pages 123-140.
    • Handle: RePEc:eee:ecoedu:v:58:y:2017:i:c:p:123-140
    DOI: 10.1016/j.econedurev.2017.03.007
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    Cited by:

    1. Lee Crawfurd, 2017. "School Management and Public–Private Partnerships in Uganda," Journal of African Economies, Centre for the Study of African Economies (CSAE), vol. 26(5), pages 539-560.
    2. World Bank Group, 2015. "Slovak Republic Skilling Up the Next Generation," World Bank Other Operational Studies 23330, The World Bank.

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    Keywords

    Accountability; Information; Education;

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