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

被引：15

作者：

de Hoyos, Rafael ^{[1
]}

Garcia-Moreno, Vicente A. ^{[2
]}

Patrinos, Harry Anthony ^{[1
]}

机构：

[1] World Bank, 1818 H St NW, Washington, DC 20433 USA

[2] Minist Finance, Prod Anal, Mexico City 86007, DF, Mexico

来源：

ECONOMICS OF EDUCATION REVIEW | 2017年 / 58卷

关键词：

Accountability; Information; Education; SCHOOL-QUALITY INFORMATION; GENERATION; CHOICE;

D O I：

10.1016/j.econedurev.2017.03.007

中图分类号：

F [经济];

学科分类号：

02 ;

摘要：

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. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：123 / 140

页数：18

共 26 条

[21] THE IMPACT OF DIAGNOSTIC FEEDBACK TO TEACHERS ON STUDENT LEARNING: EXPERIMENTAL EVIDENCE FROM INDIA [J].