@techreport{Fertig2004What,
abstract = {The determinants which are decisive for a successful accumulation of human
capital and the transfer of these skills into the labor market are a contentious
issue in the literature on the economics of education. Different studies on, for
instance, the impact of school resources typically reach different conclusions
even if they utilize the same dataset. The reason behind this is that each and
every study decisively depends on a set of identification assumptions which
are anything but innocuous for the results obtained.This paper aims at clarifying
this point by embedding the discussion on the determinants of test success
in international performance studies like PISA into a theoretical model of
cognitive achievement and an empirical frame of reference.},
author = {Michael Fertig},
copyright = {http://www.econstor.eu/dspace/Nutzungsbedingungen},
keywords = {I21; 330; PISA 2000; cognitive achievement; identification; Bildungsniveau; Bildungsertrag; Kognition; Theorie; Welt; PISA},
language = {eng},
number = {23},
title = {What Can We Learn From International Student Performance Studies? : Some Methodological Remarks},
type = {RWI Discussion Papers},
url = {http://hdl.handle.net/10419/18574},
year = {2004}
}
