Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/18695
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dc.contributor.authorWoessmann, Ludgeren_US
dc.date.accessioned2009-01-28T15:52:14Z-
dc.date.available2009-01-28T15:52:14Z-
dc.date.issued2004en_US
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_US
dc.language.isoengen_US
dc.publisher|aCenter for Economic Studies and Ifo Institute (CESifo) |cMunichen_US
dc.relation.ispartofseries|aCESifo Working Paper |x1330en_US
dc.subject.jelI2en_US
dc.subject.ddc330en_US
dc.subject.keywordcentral examsen_US
dc.subject.keywordstudent achievementen_US
dc.subject.keywordinternational education production functionen_US
dc.subject.keywordeffect heterogeneityen_US
dc.subject.keywordTIMSSen_US
dc.subject.keywordPISAen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwAllgemeinbildende Schuleen_US
dc.subject.stwSchätzungen_US
dc.subject.stwFamiliensoziologieen_US
dc.subject.stwWelten_US
dc.subject.stwZentralexamenen_US
dc.titleThe effect heterogeneity of central exams : evidence from TIMSS, TIMSS-Repeat and PISAen_US
dc.typeWorking Paperen_US
dc.identifier.ppn477392733en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-

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