Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/223892
Authors: 
Morozumi, Atsuyoshi
Tanaka, Ryuichi
Year of Publication: 
2020
Series/Report no.: 
IZA Discussion Papers No. 13450
Abstract: 
Many countries conduct national standardized assessments of educational performance, the results of which may be published at the school level or at a higher level of aggregation. Publication at the school level potentially improves student achievements by holding schools accountable, whereas such accountability pressure may have distributional consequences and/or compromise outcomes beyond education achievements (labeled as non-cognitive skills). Using a Japanese policy reform that created variation in the disclosure system of national assessment results across municipalities, we show that publishing school-level results increases students' test scores across the entire score distribution, with no evidence of adverse impacts on noncognitive skills.
Subjects: 
national standardized assessments
information disclosure
school-level results
school accountability
student outcomes
JEL: 
D80
I20
I28
Document Type: 
Working Paper

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