We study whether access to standardized test scores improves the quality of teachers' secondary school track recommendations, using Dutch data and a metric based on Principal Stratification in a quasi-randomized setting. Allowing teachers to revise their recommendations when test results exceed expectations increases the share of students successfully placed in more demanding tracks by at least 6%, but misplaces 7% of weaker students. However, only implausibly high weights on the short-term losses of students who must change track because of misplacement would justify prohibiting test-score-based upgrades. Access to test scores also induces fairer recommendations for immigrant and low-SES students.

翻译：本研究利用荷兰数据，在准随机化设定中基于主分层方法构建度量指标，探讨获取标准化测试成绩是否能提高教师中学分轨建议的质量。允许教师在测试结果超出预期时修正建议，可使成功安置于更高要求轨道的学生比例至少增加6%，但同时导致7%的弱势学生被错误安置。然而，只有当对因错误安置而需转换轨道的学生短期损失赋予极不合理的过高权重时，才应禁止基于测试成绩的升级建议。获取测试成绩还能为移民和低社会经济地位学生带来更公平的建议。