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dc.contributor.authorWoessmann, Ludgeren_US
dc.date.accessioned2007-07-25en_US
dc.date.accessioned2009-07-28T08:15:02Z-
dc.date.available2009-07-28T08:15:02Z-
dc.date.issued2007en_US
dc.identifier.urihttp://hdl.handle.net/10419/26026-
dc.description.abstractCross-country evidence on student achievement might be hampered by omitted country characteristics such as language or legal differences. This paper uses cross-state variation in Germany, whose sixteen states share the same language and legal system, but pursue different education policies. The same results found previously across countries hold within Germany: Higher mean student performance is associated with central exams, private school operation, and socio-economic background, but not with spending, while higher equality of opportunity is associated with reduced tracking. In a model that pools German states with OECD countries, these fundamental determinants do not differ significantly between the two samples.en_US
dc.language.isoengen_US
dc.publisherCESifo Münchenen_US
dc.relation.ispartofseriesCESifo working paper 1981en_US
dc.subject.jelI28en_US
dc.subject.jelL38en_US
dc.subject.jelL33en_US
dc.subject.jelH52en_US
dc.subject.jelD02en_US
dc.subject.jelD63en_US
dc.subject.jelJ24en_US
dc.subject.ddc330en_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwBildungschancenen_US
dc.subject.stwBildungspolitiken_US
dc.subject.stwInstitutionalismusen_US
dc.subject.stwTeilstaaten_US
dc.subject.stwDeutschlanden_US
dc.titleFundamental determinants of school efficiency and equity: german states as a microcosm for OECD countriesen_US
dc.typeWorking Paperen_US
dc.identifier.ppn538176016en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:CESifo Working Papers, CESifo Group Munich

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