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School Inspectorates, Standardized Tests and Socioeconomic Inequality in Educational Attainment

Dates:
  • Tue 13 Feb 2018 17.00 - 18.00
  Add to Calendar 2018-02-13 17:00 2018-02-13 18:00 Europe/Paris School Inspectorates, Standardized Tests and Socioeconomic Inequality in Educational Attainment

A talk by Herman Van der Werfhorst (University of Amsterdam) within the Inequality Working Group (13 February 2018)

In this study we investigated how the introduction of two types of accountability affected educational attainment: standardized tests and external school evaluations. Using a difference-in-difference design on policy reforms in 20 European countries, it appeared that external school evaluations – typically done by School Inspectorates – were negatively associated to educational attainment among children of parents without a lower secondary school qualification, but not among other children. This means that socioeconomic inequalities went up with the introduction of external school evaluations. The introduction of standardized tests did little to the educational attainment of different socioeconomic groups. These results were robust to testing for alternative explanations, and a quasi-placebo test. The results are highly relevant for the American accountability debate as the current efforts to develop state-level accountability systems often include holistic approaches such as through school inspections.

Seminar Room 2, Badia Fiesolana DD/MM/YYYY
  Seminar Room 2, Badia Fiesolana

A talk by Herman Van der Werfhorst (University of Amsterdam) within the Inequality Working Group (13 February 2018)

In this study we investigated how the introduction of two types of accountability affected educational attainment: standardized tests and external school evaluations. Using a difference-in-difference design on policy reforms in 20 European countries, it appeared that external school evaluations – typically done by School Inspectorates – were negatively associated to educational attainment among children of parents without a lower secondary school qualification, but not among other children. This means that socioeconomic inequalities went up with the introduction of external school evaluations. The introduction of standardized tests did little to the educational attainment of different socioeconomic groups. These results were robust to testing for alternative explanations, and a quasi-placebo test. The results are highly relevant for the American accountability debate as the current efforts to develop state-level accountability systems often include holistic approaches such as through school inspections.


Location:
Seminar Room 2, Badia Fiesolana

Affiliation:
Department of Political and Social Sciences

Type:
Working group

Organiser:
Prof. Fabrizio Bernardi
Marco Cozzani (European University Institute)
Carlos Gil Hernandez (European University Institute)

Contact:
Martina Selmi (EUI - Department of Political and Social Sciences) - Send a mail

Speaker:
Prof. Herman Van de Werfhorst (University of Amsterdam)
 
 

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