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Ranking schools: a step toward increased accountability or a mere discriminatory practice?
Orientador(es)
Resumo(s)
The purpose of this paper is to contribute to the discussion of the effects of published school
rankings based on average scores obtained by students on national exams. We study the
effectiveness of this (low-stakes) accountability mechanism; we analyze whether students react
to these rankings, by moving in or out of high-schools according to their scores and examine the
movements of closing of schools. Our results suggest that families react strongly to published
rankings. We also look at the changes in the socio-economic background of students of poorly
performing schools in order to evaluate whether the publication of rankings has increased
inequality, as feared by many observers. According to our results, published rankings do in fact
reinforce stratification by income.
Descrição
Palavras-chave
School accountability School rankings