%0 Report
        %A Morozumi, Atsuyoshi
%A Tanaka, Ryuichi
        %T Should School-Level Results of National Assessments Be Made Public?
        %D 2020
        %8 2020 Jul
        %I Institute of Labor Economics (IZA)
        %C Bonn
        %7 IZA Discussion Paper
        %N 13450
        %U https://www.iza.org/publications/dp13450
        %X 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.
        %K national standardized assessments
%K information disclosure
%K school-level results
%K school accountability
%K student outcomes