A natural experiment in school accountability: the impact of school performance information on pupil progress and sorting
A natural experiment in school accountability: the impact of school performance information on pupil progress and sorting
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学校问责制的自然实验：学校表现信息对学生进步和分类的影响
DOI：
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Jack Worth
中科院分区：
文献类型：
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作者：
S. Burgess;Deborah Wilson;Jack Worth
我们检验了学校成绩表的发布可以提高学校效率的假设。我们的数据使我们能够实施经典的双重差分分析，比较威尔士废除积分表之前和之后英格兰和威尔士的结果。我们发现重要而有力的证据表明这项改革显着降低了威尔士的学校效率。各个学校之间存在显着的异质性：排名表前四分之一的学校没有表现出任何影响。我们还测试了改革是否减少了威尔士的学校隔离，发现对按能力或按社会经济地位排序没有系统性的重大影响。
We test the hypothesis that the publication of school performance tables raises school effectiveness. Our data allow us to implement a classic difference-in-difference analysis comparing outcomes in England and Wales, before and after the abolition of the tables in Wales. We find significant and robust evidence that this reform markedly reduced school effectiveness in Wales. There is significant heterogeneity across schools: schools in the top quartile of the league tables show no effect. We also test whether the reform reduced school segregation in Wales, and find no systematic significant impact on either sorting by ability or by socioeconomic status.