Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/18874 
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dc.contributor.authorFuchs, Thomasen
dc.contributor.authorWoessmann, Ludgeren
dc.date.accessioned2009-01-28T15:53:29Z-
dc.date.available2009-01-28T15:53:29Z-
dc.date.issued2004-
dc.identifier.urihttp://hdl.handle.net/10419/18874-
dc.description.abstractWe use the PISA student-level achievement database to estimate international educationproduction functions. Student characteristics, family backgrounds, home inputs, resources,teachers and institutions are all significantly related to math, science and readingachievement. Our models account for more than 85 percent of the between-countryperformance variation, with roughly 25 percent accruing to institutional variation. Studentperformance is higher with external exams and budget formulation, but also with schoolautonomy in textbook choice, hiring teachers and within-school budget allocations. Schoolautonomy is more beneficial in systems with external exit exams. Students perform better inprivately operated schools, but private funding is not decisive.en
dc.language.isoengen
dc.publisher|aCenter for Economic Studies and ifo Institute (CESifo) |cMunichen
dc.relation.ispartofseries|aCESifo Working Paper |x1235en
dc.subject.jelH52en
dc.subject.jelJ24en
dc.subject.jelI28en
dc.subject.jelL33en
dc.subject.ddc330en
dc.subject.keywordeducation production functionen
dc.subject.keywordPISAen
dc.subject.keywordinternational variation in student performanceen
dc.subject.keywordinstitutional effects in schoolingen
dc.subject.stwBildungsniveauen
dc.subject.stwBildungsökonomiken
dc.subject.stwBildungspolitiken
dc.subject.stwInstitutionalismusen
dc.subject.stwVergleichen
dc.subject.stwSchätzungen
dc.subject.stwWelten
dc.subject.stwPISA <Test>en
dc.titleWhat accounts for international differences in student performance?-
dc.typeWorking Paperen
dc.identifier.ppn856713317en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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