![]() A major focus of educational reform in many countries has been the implementation of educational standards and, in particular, their regular assessment through nationwide standardized testing (Scheerens, 2007 Meyer and Benavot, 2013). As pressure for quality and equity in education increased, policy making in education has been under close monitoring during the last years. International large scale assessments such as the OECD PISA study have drawn attention to countries' education systems and how they may contribute to educational inequalities and differences in integration processes. Since education is a key resource in contemporary societies it is also a key to societal integration of immigrants and, in particular, their descendants. ![]() Integrating growing immigrant populations is a challenge for receiving countries. Testing along with the public provision of the testing results, which decreases the information asymmetry between schools and teachers on the one hand and parents and education authorities on the other, was associated with a decreased risk of low performance, with the effect being stronger for immigrant students. In accordance with the predictions from the principal-agent framework, our findings suggest that the mere implementation of standardized assessments has no effects on low performance. ![]() These results were robust across various modeling approaches. Second, making the results of standardized tests available to the public was associated with a decreased risk of low reading performance among all students, and, third, particularly among first generation immigrant students. The results of our analyses of PISA 20 reading data from 422.172 students show that first, the use of standardized achievement tests alone was not associated with the risk of low performance. Instead, the model proposes that the provision of the results to the principle (parents and education authorities) is associated with higher student performance, as this reduces the information asymmetry between principal (parents and educational authorities) and agent (teachers and schools). According to this theoretical perspective, standardized assessments alone should not be associated with reading performance. The paper aims to test hypotheses derived from a principal-agent framework. Hartocollis was married to her husband, fellow Times writer Josh Barbanel, until his death from cancer in July 2021.This paper investigates the effects of standardized testing and publication of achievement data on low reading performance for immigrant and non-immigrant students in 30 OECD countries. She wrote the book Seven Days of Possibilities: One Teacher, 24 Kids, and the Music That Changed Their Lives Forever, published in 2004, based on a series of articles published in the Times. ![]() She began covering education for the Times in 1997. She has twice won the Front Page Award from Newswomen's Club of New York. Hartocollis graduated in 1977 from Harvard University with a bachelor's degree in comparative literature where she was a reporter at The Harvard Crimson. Her father was Peter Hartocollis, a Greek psychoanalyst and former director of Topeka's C.F. Hartocollis was born in Lausanne, Switzerland, and raised in the Potwin neighborhood of Topeka, Kansas. Anemona Maria Hartocollis (3 November 1955) is a Swiss-born American journalist for the The New York Times.
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