Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/18574
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dc.contributor.authorFertig, Michaelen_US
dc.date.accessioned2009-01-28T15:48:44Z-
dc.date.available2009-01-28T15:48:44Z-
dc.date.issued2004en_US
dc.identifier.urihttp://hdl.handle.net/10419/18574-
dc.description.abstractThe determinants which are decisive for a successful accumulation of humancapital and the transfer of these skills into the labor market are a contentiousissue in the literature on the economics of education. Different studies on, forinstance, the impact of school resources typically reach different conclusionseven if they utilize the same dataset. The reason behind this is that each andevery study decisively depends on a set of identification assumptions whichare anything but innocuous for the results obtained.This paper aims at clarifyingthis point by embedding the discussion on the determinants of test successin international performance studies like PISA into a theoretical model ofcognitive achievement and an empirical frame of reference.en_US
dc.language.isoengen_US
dc.publisheren_US
dc.relation.ispartofseries|aRWI Discussion Papers |x23en_US
dc.subject.jelI21en_US
dc.subject.ddc330en_US
dc.subject.keywordPISA 2000en_US
dc.subject.keywordcognitive achievementen_US
dc.subject.keywordidentificationen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwBildungsertragen_US
dc.subject.stwKognitionen_US
dc.subject.stwTheorieen_US
dc.subject.stwWelten_US
dc.subject.stwPISAen_US
dc.titleWhat Can We Learn From International Student Performance Studies? Some Methodological Remarksen_US
dc.typeWorking Paperen_US
dc.identifier.ppn474227898en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
dc.identifier.repecRePEc:zbw:rwidps:23-

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