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dc.contributor.authorWoessmann, Ludgeren
dc.date.accessioned2009-01-28T15:52:14Z-
dc.date.available2009-01-28T15:52:14Z-
dc.date.issued2004-
dc.identifier.urihttp://hdl.handle.net/10419/18695-
dc.description.abstractThis paper uses extensive student-level micro databases of three international studentachievement tests to estimate heterogeneity in the effect of external exit exams on studentperformance along three dimensions. First, quantile regressions show that the effect tends toincrease with student ability. But it does not differ substantially for most measured familybackgroundcharacteristics. Second, central exams have complementary effects to schoolautonomy. Third, the effect of central exit exams increases during the course of secondaryeducation, and regular standardised examination exerts additional positive effects. Thus, thereis substantial heterogeneity in the central exam effect along student, school and timedimensions.en
dc.language.isoengen
dc.publisher|aCenter for Economic Studies and ifo Institute (CESifo) |cMunichen
dc.relation.ispartofseries|aCESifo Working Paper |x1330en
dc.subject.jelI2en
dc.subject.ddc330en
dc.subject.keywordcentral examsen
dc.subject.keywordstudent achievementen
dc.subject.keywordinternational education production functionen
dc.subject.keywordeffect heterogeneityen
dc.subject.keywordTIMSSen
dc.subject.keywordPISAen
dc.subject.stwBildungsniveauen
dc.subject.stwAllgemeinbildende Schuleen
dc.subject.stwSchätzungen
dc.subject.stwFamiliensoziologieen
dc.subject.stwWelten
dc.subject.stwZentralexamenen
dc.titleThe effect heterogeneity of central exams : evidence from TIMSS, TIMSS-Repeat and PISA-
dc.typeWorking Paperen
dc.identifier.ppn477392733en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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