The Impact of an Accountability Intervention with Diagnostic Feedback : Evidence from Mexico
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 reg...
| Main Authors: | , , |
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| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2015
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2015/08/24903688/impact-accountability-intervention-diagnostic-feedback-evidence-mexico http://hdl.handle.net/10986/22436 |
| Summary: | 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. |
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