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In 2009, the Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among 108 public primary schools with the lowest test scores in the national student assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two alternative strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. When students, teachers, and parents in a school know that their scores are low, and this triggers a process of self-evaluation and analysis, the process itself may lead to an improvement in learning outcomes. Information on quality, without punitive measures but within a supportive and collaborative environment, appears to be sufficient to improve learning outcomes.

Academic areas --- Academic year --- Achievement --- Age-grade distortion --- Average number of students --- Average score --- Average test scores --- Classroom --- Classrooms --- College --- Community schools --- Curriculum --- Decentralization --- Diplomas --- Economics of education --- Education --- Education authorities --- Education for all --- Education of teachers --- Education policies --- Education programs --- Education services --- Education system --- Educational authorities --- Educational programs --- Effective schools & teachers --- Exam --- Future research --- Girls --- Goals --- Grade retention --- Grade schools --- Graduate --- Graduate diploma --- Groups --- Innovative education --- Interventions --- ITS --- Knowledge --- Learning --- Learning outcomes --- Let --- Literacy --- Math scores --- Math test --- Ministry of education --- Mobility --- National educational programs --- National school --- Number of schools --- Number of students --- Number of teachers --- Online access --- Open access --- Papers --- Pedagogical tools --- Performance in math --- Performance of schools --- Primary education --- Primary schools --- Principals --- Public primary schools --- Public school --- Public school teachers --- Public schools --- Quality education --- Quality of education --- Quality of education services --- Report cards --- Research --- School --- School census --- School directors --- School improvement --- School improvement plan --- School improvement program --- School leaders --- School level --- School performance --- School principals --- School quality --- School size --- School supervision --- School supervisors --- School system --- School teachers --- School year --- Schooling --- Schools --- Science --- Secondary education --- Skills --- Standardized tests --- State education --- Statistics --- Strategies --- Student --- Student achievement --- Student assessment --- Student learning --- Student learning outcomes --- Student mobility --- Student outcomes --- Student performance --- Student population --- Student-Teacher ratio --- Student/teacher ratio --- Students --- Studies --- Study --- Subject areas --- Subjects --- Teacher --- Teacher ratio --- Teacher unions --- Teachers --- Teaching --- Tertiary education --- Test scores --- Tests --- Training --- Tuition --- University --- University degree

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This paper estimates the impacts of secondary school on human capital, occupational choice, and fertility for young adults in Kenya. The probability of admission to government secondary school rises sharply at a score close to the national mean on a standardized 8th grade examination, permitting the estimation of causal effects of schooling in a regression discontinuity framework. The analysis combines administrative test score data with a recent survey of young adults to estimate these impacts. The results show that secondary schooling increases human capital, as measured by performance on cognitive tests included in the survey. For men, there is a drop in the probability of low-skill self-employment, as well as suggestive evidence of a rise in the probability of formal employment. The opportunity to attend secondary school also reduces teen pregnancy among women.

Academic year --- Adults --- Average schooling --- Basic education --- Catholic schools --- Childbearing --- Class size --- Class-size --- Cognitive performance --- Cognitive test --- Development goals --- Development policy --- Disasters --- District education --- Early marriage --- Educated parents --- Education --- Education for all --- Education investments --- Education offices --- Education policy --- Education system --- Educational attainment --- Educational participation --- Effects of education --- Examination --- Fees --- Female education --- Female schooling --- Fertility --- First births --- First child --- Free primary education --- Gender parity --- Girls' schools --- Grade repetition --- Health, nutrition and population --- High school --- HIV --- Human capital --- Human capital accumulation --- Human development --- Impact of education --- Infant --- Infant health --- Labor market --- Labor markets --- Learning --- Learning outcomes --- Level of education --- Literacy --- Low-income country --- Marriage --- Millennium development goals --- Mother --- National boundaries --- National schools --- Natural disasters --- Number of schools --- Number of students --- Older men --- Parents' education --- Policies --- Policy --- Policy change --- Policy discussions --- Policy research --- Policy research working paper --- Population --- Population growth --- Population policies --- Populations --- Pregnancies --- Pregnancy --- Pregnancy by age --- Primary education --- Primary education policy --- Primary education system --- Primary school --- Primary school leaving examination --- Primary schooling --- Primary schools --- Private schools --- Private secondary schools --- Progress --- Public examination system --- Public schools --- Public services --- Publishers --- Rates of population --- Respect --- Returns to education --- Rural areas --- School --- School administrators --- School attendance --- School completion --- School construction --- School enrollment --- School entry --- School fees --- School leaders --- School leaving examination --- School participation --- School quality --- Schooling --- Schools --- Secondary education --- Secondary school --- Secondary schooling --- Secondary schools --- Sex --- Sexual behavior --- Skills --- Spouse --- Student achievement --- Students --- Teachers --- Teen --- Teen pregnancy --- Teens --- Tertiary education --- Textbooks --- Universal primary education --- Urban centers --- Values --- Vocational education --- Vocational schools --- War --- Women --- Young adults --- Young men --- Young women

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This paper develops and estimates an equilibrium model of charter school entry and school choice. In the model, households choose among public, private, and charter schools, and a regulator authorizes charter entry and mandates charter exit. The model is estimated for Washington, D.C. According to the estimates, charters generate net social gains by providing additional school options, and they benefit non-white, low-income, and middle-school students the most. Further, policies that raise the supply of prospective charter entrants in combination with high authorization standards enhance social welfare.

Academic achievement --- Academic performance --- Academic programs --- Academic viability --- Academic year --- Achievement data --- Alternative schools --- Average class size --- Average number of children --- Black students --- Board of education --- Catholic schools --- Class size --- Classroom --- College --- Comprehensive assessment --- Cultural policy --- Culture & development --- Curricula --- Curriculum --- Early childhood --- Economics of education --- Educated parents --- Education --- Education for all --- Education reform --- Education statistics --- Education students --- Educational attainment --- Educational costs --- Effective schools --- Elementary school --- Elementary schools --- Enrollment by grade --- Enrollment data --- Ethnic composition --- Faculty --- Faculty development --- Fees --- Formula funding --- Geographic distribution --- Graduation rate --- Graduation rates --- High school --- High schools --- Knowledge --- Language curriculum --- Learning --- Literature --- Low enrollments --- Low-income students --- Middle school --- Middle school students --- Middle schools --- Ministry of education --- Net social gain --- Number of schools --- Number of students --- Open access --- Papers --- Parental income --- Partnerships in education --- Primary education --- Private school --- Private schools --- Public school --- Public school system --- Public schools --- Pupil funding --- Quality schools --- Racial segregation --- Reading --- Regular schools --- Research --- Research report --- Researchers --- School --- School attendance --- School buildings --- School climate --- School cost --- School costs --- School data --- School day --- School district --- School effectiveness --- School enrollment --- School enrolment --- School entry --- School experience --- School funding --- School leaders --- School level --- School levels --- School location --- School performance --- School principals --- School quality --- School reform --- School students --- School supply --- School survey --- School system --- School tuition --- School year --- School-age --- School-age children --- School-age population --- School-year --- Schooling --- Schools --- Science --- Secondary education --- Social science --- Social welfare --- Special education --- Student --- Student achievement --- Student body --- Student choice --- Student costs --- Student demand --- Student group --- Student groups --- Student population --- Students --- Teacher --- Teachers --- Teaching --- Teaching methods --- Tertiary education --- Tuition --- University --- Urban school --- Urban schools --- Values --- Vocational schools