@techreport{Woessmann2004effect,
abstract = {This paper uses extensive student-level micro databases of three international student
achievement tests to estimate heterogeneity in the effect of external exit exams on student
performance along three dimensions. First, quantile regressions show that the effect tends to
increase with student ability. But it does not differ substantially for most measured familybackground
characteristics. Second, central exams have complementary effects to school
autonomy. Third, the effect of central exit exams increases during the course of secondary
education, and regular standardised examination exerts additional positive effects. Thus, there
is substantial heterogeneity in the central exam effect along student, school and time
dimensions.},
author = {Ludger Woessmann},
copyright = {http://www.econstor.eu/dspace/Nutzungsbedingungen},
keywords = {I2; 330; central exams; student achievement; international education production function; effect heterogeneity; TIMSS; PISA; Bildungsniveau; Allgemeinbildende Schule; Sch\"{a}tzung; Familiensoziologie; Welt; Zentralexamen},
language = {eng},
number = {1330},
title = {The effect heterogeneity of central exams : evidence from TIMSS, TIMSS-Repeat and PISA},
type = {CESifo working papers},
url = {http://hdl.handle.net/10419/18695},
year = {2004}
}
