The impact of high-stakes school admission exams on study achievements: quasi-experimental evidence from Slovakia

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F67985998%3A_____%2F17%3A00476544" target="_blank" >RIV/67985998:_____/17:00476544 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11640/17:00482113

Výsledek na webu

<a href="http://dx.doi.org/10.1007/s00148-017-0643-2" target="_blank" >http://dx.doi.org/10.1007/s00148-017-0643-2</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/s00148-017-0643-2" target="_blank" >10.1007/s00148-017-0643-2</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The impact of high-stakes school admission exams on study achievements: quasi-experimental evidence from Slovakia

Popis výsledku v původním jazyce

We explore whether and to what extent the presence of high-stakes admission exams to selective schools affects student achievement, presumably through more intensive study effort. Our identification strategy exploits a quasi-experimental feature of a reform in Slovakia that shifted the school grade during which high-stakes exams are taken by 1 year. This reform enables us to compare students at the moment when they pass these exams with students in the same grade 1 year ahead of the exams. Using data from the low-stakes international TIMSS skills survey and employing difference-in-difference methodology, we find that the occurrence of high-stakes admission exams increased 10-year-old students’ math test scores by 0.2 standard deviations, on average. This effect additionally accrues by around 0.05 standard deviations among students with the highest probability of being admitted to selective schools. Although we find similar effects for both genders, there are indications that high-stakes exams in more competitive environments affect girls more than boys.

Název v anglickém jazyce

The impact of high-stakes school admission exams on study achievements: quasi-experimental evidence from Slovakia

Popis výsledku anglicky

We explore whether and to what extent the presence of high-stakes admission exams to selective schools affects student achievement, presumably through more intensive study effort. Our identification strategy exploits a quasi-experimental feature of a reform in Slovakia that shifted the school grade during which high-stakes exams are taken by 1 year. This reform enables us to compare students at the moment when they pass these exams with students in the same grade 1 year ahead of the exams. Using data from the low-stakes international TIMSS skills survey and employing difference-in-difference methodology, we find that the occurrence of high-stakes admission exams increased 10-year-old students’ math test scores by 0.2 standard deviations, on average. This effect additionally accrues by around 0.05 standard deviations among students with the highest probability of being admitted to selective schools. Although we find similar effects for both genders, there are indications that high-stakes exams in more competitive environments affect girls more than boys.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50202 - Applied Economics, Econometrics

Projekt

<a href="/cs/project/GBP402%2F12%2FG130" target="_blank" >GBP402/12/G130: Vztahy mezi dovednostmi, vzděláváním a výsledky na trhu práce: longitudinální studie</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2017

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Journal of Population Economics

ISSN

0933-1433

e-ISSN

—

Svazek periodika

30

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

24

Strana od-do

1069-1092

Kód UT WoS článku

000406272800002

EID výsledku v databázi Scopus

2-s2.0-85019234665