@TechReport{iza:izadps:dp13450,
            	author={Morozumi, Atsuyoshi and Tanaka, Ryuichi},
            	title={Should School-Level Results of National Assessments Be Made Public?},
            	year={2020},
	month={Jul},
            	institution={Institute of Labor Economics (IZA)},
            	address={Bonn},
            	type={IZA Discussion Paper},
            	number={13450},
            	url={https://www.iza.org/index.php/publications/dp13450},
	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.},
	keywords={national standardized assessments;information disclosure;school-level results;school accountability;student outcomes},
            }