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http://hdl.handle.net/10419/57338
  

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dc.contributor.authorOtter, Thomasen_US
dc.contributor.authorVillalobos Barría, Carlosen_US
dc.date.accessioned2010-03-30en_US
dc.date.accessioned2012-04-20T15:54:19Z-
dc.date.available2012-04-20T15:54:19Z-
dc.date.issued2009en_US
dc.identifier.urihttp://hdl.handle.net/10419/57338-
dc.description.abstractThe idea that schooling scores depend on a combination of family background characteristics, ability and school (institutional) variables is quite clear. Regarding the issue of intergenerational transmission of inequality in the educational system, the most important question would be if and to what extent could a better institutional performance of the school service compensate for problems related to family background. By means of the estimation of a reduced form equation for selected scores, we investigate the impact of institutional performance on scores after controlling for family background and individual characteristics. We do this by using a novel data set and an OLS and quantile regression approach to analyze how heterogeneous the process of score generation can be. By providing integral health solutions, minimizing under-nutrition and providing ideal conditions in the classroom, training teachers can impact positively on low and mean learning outcomes, thus contributing to an improved educational quality and breaking cycles of intergenerational transmission of inequality. Increasing learning outcomes for levels above the median, only strengthens the transmission of inequality. Consequently, the equality approach should focus on trying to improve the worst scores and our results show that this can be reached at a significant level closing teacher training gaps, improving classroom conditions and improving health and nutrition.en_US
dc.language.isoengen_US
dc.publisherIbero-Amerika-Inst. für Wirtschaftsforschung Göttingenen_US
dc.relation.ispartofseriesDiscussion papers, Ibero America Institute for Economic Research 198en_US
dc.subject.jelA21en_US
dc.subject.jelH52en_US
dc.subject.jelI21en_US
dc.subject.jelI28en_US
dc.subject.ddc330en_US
dc.subject.keywordReduced-Form Production Functionen_US
dc.subject.keywordEducational outcomesen_US
dc.subject.keywordInequalityen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwAllgemeinbildende Schuleen_US
dc.subject.stwBildungsökonomiken_US
dc.subject.stwProduktionsfunktionen_US
dc.subject.stwSchätzungen_US
dc.subject.stwParaguayen_US
dc.titleDeterminants of student achievements in the primary education of Paraguayen_US
dc.typeWorking Paperen_US
dc.identifier.ppn622793535en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen_US
Appears in Collections:Discussion Papers, IAI, Universität Göttingen

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