TY  - RPRT
        AU  - Morozumi, Atsuyoshi
AU  - Tanaka, Ryuichi
        TI  - Should School-Level Results of National Assessments Be Made Public?
        PY  - 2020/Jul/
        PB  - Institute of Labor Economics (IZA)
        CY  - Bonn
        T2  - IZA Discussion Paper
        IS  - 13450
        UR  - https://www.iza.org/index.php/publications/dp13450
        AB  - 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.
        KW  - national standardized assessments
KW  - information disclosure
KW  - school-level results
KW  - school accountability
KW  - student outcomes
        ER  -