@techreport{Hgeland2005Pupil,
abstract = {Whether increasing resource use in schools has a positive effect on pupil performance has
occupied governments, parents and researchers for decades. A main challenge when trying
to answer this question is to separate the effects of school resources from the effects of
pupils? family background, since resources may be allocated in a compensatory manner, and
pupils may sort into schools. We address these issues using a comprehensive dataset for
two cohorts of pupils graduating from lower secondary school in Norway. The dataset is rich
in performance measures, resource use variables and family background variables. As
performance measures we use results at age 16 across 11 subjects, and we exploit the fact
that we have both information from results from national exams and from continuous
assessment in class. Controlling for family background, we find a positive but modest effect
of resource quantity such as teacher hours per pupil, on pupil achievement. Observable
teacher qualifications, within the variation present in lower secondary school in Norway, do
not appear to have significant effects on school results. Resource quality as measured by
teacher characteristics does not appear to have a significant impact on pupils? marks. We find
clear evidence of compensating resource allocation and teacher sorting as well as relative
setting of marks.},
author = {Torbj\o{}rn H\ae{}geland and Oddbj\o{}rn Raaum and Kjell G. Salvanes},
copyright = {http://www.econstor.eu/dspace/Nutzungsbedingungen},
keywords = {I2; 330; exam results; school resources; family background; compensating resource allocation; Bildungsniveau; Allgemeinbildende Schule; Bildungs\"{o}konomik; Familiensoziologie; Sch\"{a}tzung; Norwegen},
language = {eng},
number = {1459},
title = {Pupil Achievement, School Resources and Family Background},
type = {IZA Discussion paper series},
url = {http://hdl.handle.net/10419/20758},
year = {2005}
}
