Show simple item record

dc.contributor.authorFidjeland, Andreas
dc.date.accessioned2023-04-17T11:42:09Z
dc.date.available2023-04-17T11:42:09Z
dc.date.created2023-03-17T14:25:23Z
dc.date.issued2023
dc.identifier.citationEconomics of Education Review. 2023, 94 .
dc.identifier.issn0272-7757
dc.identifier.urihttps://hdl.handle.net/11250/3063332
dc.description.abstractI use a natural experiment in Norwegian high school to investigate how high-stakes grades affect students’ investment in schooling. By exploiting variation across space and time I compare the performance of students taking the same exit exam in compulsory school, but where the test is high-stakes for only a subset of students. Using a staggered triple-difference framework, I find that exam grades increase in the high-stakes setting if students have a sufficient number of prospective high schools within traveling distance. Results from low-stakes ability assessments suggest actual learning — and not test-taking strategy — could largely explain the effect.
dc.language.isoeng
dc.titleUsing high-stakes grades to incentivize learning
dc.title.alternativeUsing high-stakes grades to incentivize learning
dc.typePeer reviewed
dc.typeJournal article
dc.description.versionpublishedVersion
dc.source.pagenumber0
dc.source.volume94
dc.source.journalEconomics of Education Review
dc.identifier.doi10.1016/j.econedurev.2023.102377
dc.identifier.cristin2134855
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record