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What Accounts for International Differences in Student Performance? : A Re-Examination Using PISA Data

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dc.creator Fuchs, Thomas
dc.creator Woessmann, Ludger
dc.date 2004
dc.date.accessioned 2013-10-16T07:11:06Z
dc.date.available 2013-10-16T07:11:06Z
dc.date.issued 2013-10-16
dc.identifier http://hdl.handle.net/10419/20553
dc.identifier ppn:464439515
dc.identifier.uri http://koha.mediu.edu.my:8181/xmlui/handle/10419/20553
dc.description We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly related to math, science and reading achievement. Our models account for more than 85% of the between-country performance variation, with roughly 25% accruing to institutional variation. Student performance is higher with external exams and budget formulation, but also with school autonomy in textbook choice, hiring teachers and within-school budget allocations. School autonomy is more beneficial in systems with external exit exams. Students perform better in privately operated schools, but private funding is not decisive.
dc.language eng
dc.relation IZA Discussion paper series 1287
dc.rights http://www.econstor.eu/dspace/Nutzungsbedingungen
dc.subject J24
dc.subject I28
dc.subject L33
dc.subject H52
dc.subject ddc:330
dc.subject education production function
dc.subject PISA
dc.subject international variation in student performance
dc.subject institutional effects in schooling
dc.subject Bildungsniveau
dc.subject Bildungsökonomik
dc.subject Bildungspolitik
dc.subject Institutionalismus
dc.subject Vergleich
dc.subject Schätzung
dc.subject Welt
dc.subject PISA
dc.title What Accounts for International Differences in Student Performance? : A Re-Examination Using PISA Data
dc.type doc-type:workingPaper

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