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

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  • De Hoyos Navarro,Rafael E.
  • Garcia Moreno,Vicente A.
  • Patrinos,Harry Anthony

Abstract

In 2009, the Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among 108 public primary schools with the lowest test scores in the national student assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two alternative strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. When students, teachers, and parents in a school know that their scores are low, and this triggers a process of self-evaluation and analysis, the process itself may lead to an improvement in learning outcomes. Information on quality, without punitive measures but within a supportive and collaborative environment, appears to be sufficient to improve learning outcomes.

Suggested Citation

  • De Hoyos Navarro,Rafael E. & Garcia Moreno,Vicente A. & Patrinos,Harry Anthony, 2015. "The impact of an accountability intervention with diagnostic feedback : evidence from Mexico," Policy Research Working Paper Series 7393, The World Bank.
  • Handle: RePEc:wbk:wbrwps:7393
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    References listed on IDEAS

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    Cited by:

    1. Crawfurd, Lee, 2017. "School Management and Public-Private Partnerships in Uganda," MPRA Paper 79923, University Library of Munich, Germany.
    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

    Education For All; Secondary Education; Tertiary Education; Effective Schools and Teachers; Primary Education;

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