Title: Consequences of Mathematics Exam Standards
Abstract: Previous research has found (a) positive effects of mathematics assessments on student outcomes and (b) positive associations between higher assessment standards and academic achievement. However, it has also been suggested that higher assessment standards might negatively affect the self-concept, self-perceived academic competence, and, subsequently, the academic performance of students with lower academic ability. Using population-based data from Norwegian registries and leveraging a national intervention lowering lower-secondary external mathematics exam standards, we employ a difference-in-differences approach to disentangle the effects of mathematics assessments and assessment standards on student outcomes. Preliminary findings suggest that lowering assessment standards increases the academic achievement and educational attainment of students, particularly those with limited mathematical proficiency.