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dc.contributor.authorWößmann, Ludgeren_US
dc.date.accessioned2009-01-28T15:00:21Z-
dc.date.available2009-01-28T15:00:21Z-
dc.date.issued2000en_US
dc.identifier.urihttp://hdl.handle.net/10419/17917-
dc.description.abstractThe paper suggests that international differences in educational institutions explain the large international differences in student performance in cognitive achievement tests. A microeconometric student-level estimation based on data for more than 260,000 students from 39 countries reveals that positive effects on student performance stem from centralized examinations and control mechanisms, school autonomy in personnel and process decisions, competition from private educational institutions, scrutiny of achievement, and teacher influence on teaching methods. A large influence of teacher unions on curriculum scope has negative effects on student performance. The findings imply that international differences in student performance are not caused by differences in schooling resources but are mainly due to differences in educational institutions.en_US
dc.language.isoengen_US
dc.publisherKiel Institute for the World Economy (IfW) Kielen_US
dc.relation.ispartofseriesKieler Arbeitspapiere 983en_US
dc.subject.jelI2en_US
dc.subject.ddc330en_US
dc.subject.keywordeducation production functionen_US
dc.subject.keywordinstitutionsen_US
dc.subject.keywordincentivesen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwBildungsinvestitionen_US
dc.subject.stwBildungswesenen_US
dc.subject.stwInstitutionalismusen_US
dc.subject.stwSchätzungen_US
dc.subject.stwWelten_US
dc.subject.stwOECD-Staatenen_US
dc.titleSchooling Resources, Educational Institutions, and Student Performance: The International Evidenceen_US
dc.typeWorking Paperen_US
dc.identifier.ppn314117865en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
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