Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
The Mexican state of Colima implemented a low-stakes accountability intervention with diagnostic feedback among schools with the lowest test scores in the national assessment. A difference-in-difference and a regression discontinuity design are used to identify the effects of the intervention on learning outcomes. The two strategies consistently show that the intervention increased test scores by 0.12 standard deviations only a few months after the program was launched. The results indicate that full and wide dissemination of information detailing school quality is critically important.