Educational policymakers have been focusing on accountability policies as a way to improve the educational quality. Based on the students' performance in standardized tests, measures for schools' classification are built and goals are established in order to guide incentive policies, assistance and sanctions on schools, as is being done in Chile and USA. In some cases, it may be difficult to obtain trustful school's rankings due to a high social stratification in the educational system and the mean reversion problem that can cause noise on the estimates. In this work different measures used to construct school rankings were analyzed using SAEB's data for the 4th grade of Primary Education. One of the analyzed measures seems to fulfill the requirement of being stable and, at the same time, not to reflect mainly the students' socioeconomic status.
education; performance; rankings; incentives
