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http://hdl.handle.net/10419/18874
  

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dc.contributor.authorFuchs, Thomasen_US
dc.contributor.authorWoessmann, Ludgeren_US
dc.date.accessioned2009-01-28T15:53:29Z-
dc.date.available2009-01-28T15:53:29Z-
dc.date.issued2004en_US
dc.identifier.urihttp://hdl.handle.net/10419/18874-
dc.description.abstractWe 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.en_US
dc.language.isoengen_US
dc.publisheren_US
dc.relation.ispartofseriesCESifo working papers 1235en_US
dc.subject.jelH52en_US
dc.subject.jelJ24en_US
dc.subject.jelI28en_US
dc.subject.jelL33en_US
dc.subject.ddc330en_US
dc.subject.keywordeducation production functionen_US
dc.subject.keywordPISAen_US
dc.subject.keywordinternational variation in student performanceen_US
dc.subject.keywordinstitutional effects in schoolingen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwBildungsökonomiken_US
dc.subject.stwBildungspolitiken_US
dc.subject.stwInstitutionalismusen_US
dc.subject.stwVergleichen_US
dc.subject.stwSchätzungen_US
dc.subject.stwWelten_US
dc.subject.stwPISA <Test>en_US
dc.titleWhat accounts for international differences in student performance?en_US
dc.typeWorking Paperen_US
dc.identifier.ppn392915723en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:CESifo Working Papers, CESifo Group Munich

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