Indeed, although the spreading of alternative school arrangements widens the scope of users’ choice, it may exacerbate the correlation between socio-economic backgrounds and school resources and quality. Teaching practices could be also improved by reducing the extensive reliance of the system on test scores, and rather develop more comprehensive indicators of school performance. Indeed, despite being important, benchmarking is deemed to have incentivised grades inflation, “teaching to tests” and scarce attention to the development of non-cognitive skills.