Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/56202
Authors: 
Fischer, Justina A. V.
Year of Publication: 
2007
Series/Report no.: 
SSE/EFI Working Paper Series in Economics and Finance 688
Abstract: 
Empirical analyses for the US suggest that stronger people's control over the school budget is deleterious to student performance. Using Swiss data on ninth graders in mathematics, reading and natural science collected jointly with the PISA study 2000, this paper tests this hypothesis for Switzerland, exploiting inter-cantonal variation in political institutions. For both student performance in reading and mathematics, stronger popular rights appear to lower educational achievement through the school budget channel. In particular, the qualification of teachers is identified as most influential determinant of student achievement, which is shown to be linked to educational spending.
Subjects: 
Direct democracy
public finance
economics of education
PISA
JEL: 
H10
H41
I28
Document Type: 
Working Paper

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