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Does testing young children influence educational attainment and wellbeing?

Author

Listed:
  • Colin P. Green

    (Norwegian University of Science and Technology (NTNU) and IZA)

  • Ole Henning Nyhus

    (NTNU Social Research)

  • Kari Vea Salvanes

    (Research and Education (NIFU))

Abstract

Should young children be tested? Proponents view early testing as a necessary instrument for early targeting. Others consider it detrimental to child mental health and with little impact on educational performance. We exploit variation in low-stakes test-taking in mathematics amongst primary school children in Norway, traditionally a low-testing environment. We examine the introduction of difficult mathematics tests. These tests were introduced to provide information for a larger randomised controlled trial (RCT) in Norwegian primary schools. We demonstrate zero effects of testing exposure on educational attainment, but evidence of heterogenous effects across gender and educational background of children. We find no negative effects on student welfare, but testing improves student perceptions of teaching practices, feedback and engagement.

Suggested Citation

  • Colin P. Green & Ole Henning Nyhus & Kari Vea Salvanes, 2025. "Does testing young children influence educational attainment and wellbeing?," Journal of Population Economics, Springer;European Society for Population Economics, vol. 38(1), pages 1-21, March.
    • Handle: RePEc:spr:jopoec:v:38:y:2025:i:1:d:10.1007_s00148-025-01060-z
    DOI: 10.1007/s00148-025-01060-z
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    More about this item

    Keywords

    Student assessment; Testing; Student achievement;
    All these keywords.

    JEL classification:

    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality

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