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Do Test Scores Help Teachers Give Better Track Advice to Students? A Principal Stratification Analysis

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  • Andrea Ichino
  • Fabrizia Mealli
  • Javier Viviens

Abstract

We study whether access to standardized test scores improves the quality of teachers' secondary school track recommendations, using Dutch data and a metric based on Principal Stratification in a quasi-randomized setting. Allowing teachers to revise their recommendations when test results exceed expectations increases the share of students successfully placed in more demanding tracks by at least 6%, but misplaces 7% of weaker students. However, only implausibly high weights on the short-term losses of students who must change track because of misplacement would justify prohibiting test-score-based upgrades. Access to test scores also induces fairer recommendations for immigrant and low-SES students.

Suggested Citation

  • Andrea Ichino & Fabrizia Mealli & Javier Viviens, 2025. "Do Test Scores Help Teachers Give Better Track Advice to Students? A Principal Stratification Analysis," Papers 2511.05128, arXiv.org, revised Jan 2026.
    • Handle: RePEc:arx:papers:2511.05128
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    References listed on IDEAS

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