The Impact of an Accountability Intervention with Diagnostic Feedback

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.

Bibliographic Details

Main Authors:	de Hoyos, Rafael, Garcia-Moreno, Vicente A., Patrinos, Harry Anthony
Format:	Working Paper biblioteca
Language:	English en_US
Published:	World Bank, Washington, DC 2015-08
Subjects:	SKILLS, GRADE RETENTION, SCHOOL SYSTEM, PUBLIC PRIMARY SCHOOLS, UNIVERSITY DEGREE, COLLEGE, GRADUATE DIPLOMA, SCHOOL TEACHERS, NATIONAL SCHOOL, TEACHERS, SCHOOL IMPROVEMENT PROGRAM, EDUCATION AUTHORITIES, MATH TEST, STUDENT LEARNING OUTCOMES, NUMBER OF SCHOOLS, EDUCATION OF TEACHERS, PERFORMANCE IN MATH, SCHOOLING, PEDAGOGICAL TOOLS, TUITION, MATH SCORES, GROUPS, STRATEGIES, AVERAGE TEST SCORES, SUBJECT AREAS, PAPERS, SCHOOL CENSUS, EXAM, OPEN ACCESS, TEACHER UNIONS, LITERACY, KNOWLEDGE, PRINCIPALS, SCHOOL PRINCIPALS, QUALITY OF EDUCATION, TRAINING, EDUCATION POLICIES, SCHOOL IMPROVEMENT PLAN, TESTS, GRADUATE, EDUCATIONAL AUTHORITIES, ECONOMICS OF EDUCATION, MOBILITY, GRADE SCHOOLS, STUDENT OUTCOMES, LET, STUDENT ACHIEVEMENT, LEARNING, STANDARDIZED TESTS, EDUCATION SYSTEM, RESEARCH, SCHOOL QUALITY, TEACHING, TEST SCORES, SCHOOL LEVEL, AVERAGE NUMBER OF STUDENTS, DIPLOMAS, EDUCATIONAL PROGRAMS, PRIMARY SCHOOLS, SUBJECTS, SCHOOL SIZE, SCHOOL YEAR, STUDENT ASSESSMENT, STUDY, STUDIES, STUDENT POPULATION, SCIENCE, NATIONAL EDUCATIONAL PROGRAMS, ACADEMIC AREAS, SCHOOLS, STUDENT, STUDENT MOBILITY, COMMUNITY SCHOOLS, LEARNING OUTCOMES, EDUCATION SERVICES, STUDENT PERFORMANCE, MINISTRY OF EDUCATION, AVERAGE SCORE, SCHOOL LEADERS, ACHIEVEMENT, INNOVATIVE EDUCATION, REPORT CARDS, STATE EDUCATION, SCHOOL IMPROVEMENT, CURRICULUM, TEACHER, STUDENT - TEACHER RATIO, QUALITY OF EDUCATION SERVICES, ONLINE ACCESS, TEACHER RATIO, EDUCATION PROGRAMS, QUALITY EDUCATION, STUDENT/TEACHER RATIO, EDUCATION, SCHOOL PERFORMANCE, STATISTICS, SCHOOL DIRECTORS, SCHOOL SUPERVISION, DECENTRALIZATION, PUBLIC SCHOOL TEACHERS, SCHOOL SUPERVISORS, GIRLS, PUBLIC SCHOOL, PUBLIC SCHOOLS, UNIVERSITY, STUDENTS, INTERVENTIONS, NUMBER OF STUDENTS, AGE-GRADE DISTORTION, GOALS, CLASSROOM, CLASSROOMS, SCHOOL, PERFORMANCE OF SCHOOLS, NUMBER OF TEACHERS, STUDENT LEARNING, ACADEMIC YEAR, FUTURE RESEARCH,
Online Access:	http://documents.worldbank.org/curated/en/2015/08/24903688/impact-accountability-intervention-diagnostic-feedback-evidence-mexico https://hdl.handle.net/10986/22436
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