Providing principals with low-stakes information on their students’ test scores has been shown to improve school management, instruction, and achievement in upper-middle income countries. We evaluate this approach by itself (“diagnostic feedback” or T1) and combined with tools and training (“performance management” or T2) through an experiment in 396 public primary schools in Salta, Argentina. After two years, T1 had null or adverse effects on students’ performance in school, but T2 reduced grade repetition (especially, among cohorts with more exposure), even a year after the interventions ended. We cannot rule out small-to-moderate effects on achievement. T2 also impacted teacher quality, student beliefs, bullying and discrimination, and extracurricular activities for high-exposure cohorts. Our results suggest that tools and training can effectively complement information in contexts of low principal capacity.

中文翻译：

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将绩效管理工具和培训与诊断反馈相结合对公立学校的影响：来自阿根廷的实验证据

事实证明，向校长提供有关学生考试成绩的低风险信息可以改善中高收入国家的学校管理、教学和成绩。我们通过在阿根廷萨尔塔 396 所公立小学进行的实验，单独评估了这种方法（“诊断反馈”或 T1）并与工具和培训（“绩效管理”或 T2）相结合。两年后，T1 对学生在学校的表现没有影响或产生不利影响，但 T2 减少了留级（尤其是在接触更多的群体中），甚至在干预结束一年后也是如此。我们不能排除对成就产生小到中等影响的可能性。 T2 还影响高暴露人群的教师质量、学生信仰、欺凌和歧视以及课外活动。我们的结果表明，工具和培训可以在主体能力较低的情况下有效地补充信息。