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dc.contributor.authorWoessmann, Ludgeren_US
dc.date.accessioned2009-01-28T15:52:14Z-
dc.date.available2009-01-28T15:52:14Z-
dc.date.issued2004en_US
dc.identifier.urihttp://hdl.handle.net/10419/18695-
dc.description.abstractThis 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.en_US
dc.language.isoengen_US
dc.publisheren_US
dc.relation.ispartofseriesCESifo working papers 1330en_US
dc.subject.jelI2en_US
dc.subject.ddc330en_US
dc.subject.keywordcentral examsen_US
dc.subject.keywordstudent achievementen_US
dc.subject.keywordinternational education production functionen_US
dc.subject.keywordeffect heterogeneityen_US
dc.subject.keywordTIMSSen_US
dc.subject.keywordPISAen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwAllgemeinbildende Schuleen_US
dc.subject.stwSchätzungen_US
dc.subject.stwFamiliensoziologieen_US
dc.subject.stwWelten_US
dc.subject.stwZentralexamenen_US
dc.titleThe effect heterogeneity of central exams : evidence from TIMSS, TIMSS-Repeat and PISAen_US
dc.typeWorking Paperen_US
dc.identifier.ppn477392733en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:CESifo Working Papers, CESifo Group Munich

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