What accounts for international differences in student performance? A re-examination using PISA data.

Autor/inn/en	Fuchs, Thomas; Woessmann, Ludger
Institution	Forschungsinstitut zur Zukunft der Arbeit
Titel	What accounts for international differences in student performance? A re-examination using PISA data.
Quelle	Bonn: IZA (2004), 29 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Reihe	Discussion paper / Forschungsinstitut zur Zukunft der Arbeit (Bonn). 1287
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
Schlagwörter	Soziale Herkunft; Familie; Schule; Lehrer; Schüler; Schulerfolg; Schülerleistung; Sozioökonomische Lage; Ausbildungsniveau; Internationaler Vergleich; Ausstattung; PISA (Programme for International Student Assessment)
Abstract	[The authors] 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. [The authors'] 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. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/2