Microeconometric analyses of education production in Germany.

Autor/in	Piopiunik, Marc
Titel	Microeconometric analyses of education production in Germany.
Quelle	München: ifo Inst. f. Wirtschaftsforschung (2011), IX, 185 S.Verfügbarkeit Zugl.: München, Univ., Diss., 2011.
Reihe	ifo Beiträge zur Wirtschaftsforschung. 40
Beigaben	grafische Darstellungen; Literaturangaben S. 172-185
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-88512-518-8; 978-3-88512-518-1
Schlagwörter	Bildungserfolg; Bildungsverhalten; Sekundäranalyse; Bildungsniveau; Transfer; Generation; Schulreform; Eltern; Gegliedertes Schulsystem; Allgemein bildende Schule; Lehrer; Schüler; Notengebung; Schulerfolg; Schülerleistung; Soziale Kompetenz; Datenanalyse; Größe; Bewertung; Einflussfaktor; Hochschulschrift; Bayern; Deutschland
Abstract	[This volume] includes four self-contained empirical studies. All studies aim at contributing to the understanding of the determinants of educational outcomes in Germany, with each chapter addressing a different determinant: individual characteristics (Chapter 2), family background (Chapter 3), teacher characteristics (Chapter 4), and education system (Chapter 5).; Chapter 2 ("Why does height matter for educational attainment? Evidence from German children") investigates a potential mechanism why taller people tend to have a higher educational attainment. The results show that taller boys are more likely to receive a Gymnasium recommendation by primary school teachers, even after controlling for students' academic achievement and parental background. Further results suggest that taller boys possess higher social skills which might be rewarded by the teachers. Chapter 3 estimates the causal effect of an additional year of parents' schooling on their children's educational attainment. Exogenous variation in parents' schooling comes from compulsory schooling reforms that were implemented in all West German states at different times. The results indicate that mothers' schooling strongly affects their sons' but not their daughters' education, whereas fathers' schooling has no effect. Further results suggest that individuals with more schooling value children's educational success more highly. Chapter 4 identifies the incidence of grading on a curve, that is, whether teachers assess student performance relative to the performance of their classmates. Using a within-student across-subject approach, the results indicate that female teachers grade on a curve, whereas male teachers do not. Chapter 5 investigates the impact of the age at tracking students into different secondary school types on student performance, exploiting a policy reform in the German state of Bavaria. The results indicate that separating students earlier reduces the performance level and increases the performance dispersion. Chapter 6 concludes with policy recommendations. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/2