Stakes and Signals: An Empirical Investigation of Muddled Information in Standardized Testing
Germán Reyes*, Evan Riehl*, and Ruqing Xu*
Working paper, 2023
Muddled information models posit that higher stakes increase a signal’s informativeness about individuals’ gaming ability and decrease its informativeness for their natural ability. An important question is whether this muddling of abilities degrades the predictive value of a signal for long-run outcomes. We evaluate this question in the context of standardized testing by exploiting the introduction of Brazil’s national college admission exam, the ENEM. The staggered adoption of the ENEM by universities meant that, depending on their location and cohort, students either took a low-stakes school accountability test or a high-stakes test that governed admission to the most selective colleges in their area. Using ENEM records linked to nationwide college and labor market data, we find that the increase in the stakes of the ENEM exam made scores more informative for students’ longer-run outcomes. However, test score gaps between high- and lower-income students also expanded on the higher-stakes ENEM exam. Our results show that signals that include gaming ability can be more informative about individual productivity than signals that measure only natural ability, but they can also exacerbate socioeconomic inequality.