Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/177797 
Autor:innen: 
Erscheinungsjahr: 
2018
Quellenangabe: 
[Journal:] IZA World of Labor [ISSN:] 2054-9571 [Article No.:] 419 [Publisher:] Institute for the Study of Labor (IZA) [Place:] Bonn [Year:] 2018
Verlag: 
Institute for the Study of Labor (IZA), Bonn
Zusammenfassung: 
Reaching the policy goal of improving student achieve­ment by adding resources to the school system has often proven elusive. By contrast, ample evidence indicates that central exit exams constitute an important feature of a school system's institutional framework, which can hold students, teachers, schools, and administrators accountable for student outcomes. While critics point to issues such as teaching test-only skills, which may leave students ill-prepared for the real world, the evidence does not bear this out. Overall, central exams are related to better student achievement, favorable labor market outcomes, and higher economic growth.
Schlagwörter: 
schools
education
exams
accountability
student achievement
earnings
JEL: 
I28
J24
H52
Persistent Identifier der Erstveröffentlichung: 
Dokumentart: 
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