The Effects of Accountability on the Allocation of School Resources: Regression Discontinuity Evidence from Chile

Abstract

Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license. Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail. Note that link provided above includes additional terms and conditions of the license. The opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the Inter-American Development Bank, its Board of Directors, or the countries they represent.

To align or not to align: the enactment of accountability and data-use in disadvantaged school contexts

“…Nevertheless, to access this subsidy, schools are classified according to their performance in standardized tests and must be even more accountable to the state. In cases of poor performance, the state can impose sanctions, which include the possibility of school closure (Elacqua et al 2019). Subsequently, the evaluative state was improved through the adoption of new data-intensive policy instruments and tools.…”