@techreport{Fuchs2004What,
abstract = {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 percent of the between-country
performance variation, with roughly 25 percent 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.},
author = {Thomas Fuchs and Ludger Woessmann},
copyright = {http://www.econstor.eu/dspace/Nutzungsbedingungen},
keywords = {H52; J24; I28; L33; 330; education production function; PISA; international variation in student performance; institutional effects in schooling; Bildungsniveau; Bildungs\"{o}konomik; Bildungspolitik; Institutionalismus; Vergleich; Sch\"{a}tzung; Welt; PISA <Test>},
language = {eng},
number = {1235},
title = {What accounts for international differences in student performance?},
type = {CESifo working papers},
url = {http://hdl.handle.net/10419/18874},
year = {2004}
}
