The Impact of an Accountability Intervention with Diagnostic Feedback : Evidence from Mexico

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

World Bank, Washington, DC

关键词: SKILLS;    GRADE RETENTION;    SCHOOL SYSTEM;    PUBLIC PRIMARY SCHOOLS;    UNIVERSITY DEGREE;   

DOI  :  10.1596/1813-9450-7393
RP-ID  :  WPS7393

学科分类：社会科学、人文和艺术（综合）

来源: World Bank Open Knowledge Repository

【 摘 要 】

In 2009, the Mexican state of Colimaimplemented a low-stakes accountability intervention withdiagnostic feedback among 108 public primary schools withthe lowest test scores in the national student assessment. Adifference-in-difference and a regression discontinuitydesign are used to identify the effects of the interventionon learning outcomes. The two alternative strategiesconsistently show that the intervention increased testscores by 0.12 standard deviations only a few months afterthe program was launched. When students, teachers, andparents in a school know that their scores are low, and thistriggers a process of self-evaluation and analysis, theprocess itself may lead to an improvement in learningoutcomes. Information on quality, without punitive measuresbut within a supportive and collaborative environment,appears to be sufficient to improve learning outcomes.