What do test scores really capture? Evidence from a large-scale student assessment in Mexico. (October 2021)

• Record Type: Journal Article
• Authors: de Hoyos, Rafael; Estrada, Ricardo; Vargas, María José
• Is Part Of: World development. Volume 146(2021)
• Publication Date: 2021-10
• Subjects: Standardized testing -- Student learning -- Education policy; I20 -- J24; Economic history -- 1990- -- Periodicals; Economic assistance -- Developing countries -- Periodicals; 330.9
• DOI: 10.1016/j.worlddev.2021.105524
• Languages: English
• ISSNs: 0305-750X

Abstract

Highlights: This paper studies student test scores in a national assessment in Mexico. Grade 6 test scores predict enrollment and test scores in grades 9 and 12. Results are robust to use twin fixed-effects to control for family characteristics. Results support the use of large-scale student assessments in developing countries. Abstract: This paper studies the relationship between test scores and cognitive skills using two longitudinal data sets that track student performance in a national standardized exam in grades 6, 9, and 12 and post-secondary school outcomes in Mexico. Exploiting a large sample of twins to control for all between-family differences in school, household, and neighborhood inputs, we find that primary school test scores are a strong predictor of secondary education outcomes. Using a data set that links results in the national standardized test to later outcomes, we find that secondary school test scores predict university enrollment and hourly wages. These results indicate that, despite their limitations, large-scale student assessments can capture the skills they are meant to measure and can therefore be used to monitor student learning in developing countries.