EconStor >
Forschungsinstitut zur Zukunft der Arbeit (IZA), Bonn >
IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA) >

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10419/36859
  

Full metadata record

DC FieldValueLanguage
dc.contributor.authorHanushek, Eric Alanen_US
dc.contributor.authorWoessmann, Ludgeren_US
dc.date.accessioned2010-05-07en_US
dc.date.accessioned2010-07-23T09:34:07Z-
dc.date.available2010-07-23T09:34:07Z-
dc.date.issued2010en_US
dc.identifier.urihttp://hdl.handle.net/10419/36859-
dc.description.abstractAn emerging economic literature over the past decade has made use of international tests of educational achievement to analyze the determinants and impacts of cognitive skills. The cross-country comparative approach provides a number of unique advantages over national studies: It can exploit institutional variation that does not exist within countries; draw on much larger variation than usually available within any country; reveal whether any result is country-specific or more general; test whether effects are systematically heterogeneous in different settings; circumvent selection issues that plague within-country identification by using system-level aggregated measures; and uncover general-equilibrium effects that often elude studies in a single country. The advantages come at the price of concerns about the limited number of country observations, the cross-sectional character of most available achievement data, and possible bias from unobserved country factors like culture. This chapter reviews the economic literature on international differences in educational achievement, restricting itself to comparative analyses that are not possible within single countries and placing particular emphasis on studies trying to address key issues of empirical identification. While quantitative input measures show little impact, several measures of institutional structures and of the quality of the teaching force can account for significant portions of the large international differences in the level and equity of student achievement. Variations in skills measured by the international tests are in turn strongly related to individual labor-market outcomes and, perhaps more importantly, to cross-country variations in economic growth.en_US
dc.language.isoengen_US
dc.publisherIZA Bonnen_US
dc.relation.ispartofseriesDiscussion paper series // Forschungsinstitut zur Zukunft der Arbeit 4925en_US
dc.subject.jelI20en_US
dc.subject.jelO40en_US
dc.subject.jelO15en_US
dc.subject.jelH40en_US
dc.subject.jelH52en_US
dc.subject.jelJ24en_US
dc.subject.jelJ31en_US
dc.subject.jelP50en_US
dc.subject.ddc330en_US
dc.subject.keywordHuman capitalen_US
dc.subject.keywordcognitive skillsen_US
dc.subject.keywordinternational student achievement testsen_US
dc.subject.keywordeducation production functionen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwKognitive Fähigkeitenen_US
dc.subject.stwHumankapitalen_US
dc.subject.stwBildungsökonomiken_US
dc.subject.stwInstitutionalismusen_US
dc.subject.stwVergleichen_US
dc.subject.stwWelten_US
dc.titleThe economics of international differences in educational achievementen_US
dc.typeWorking Paperen_US
dc.identifier.ppn625729374en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
Appears in Collections:IZA Discussion Papers, Forschungsinstitut zur Zukunft der Arbeit (IZA)

Files in This Item:
File Description SizeFormat
625729374.pdf539.51 kBAdobe PDF
No. of Downloads: Counter Stats
Show simple item record
Download bibliographical data as: BibTeX

Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.