Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/20229
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dc.contributor.authorFertig, Michaelen_US
dc.contributor.authorWright, Robert E.en_US
dc.date.accessioned2009-01-28T16:12:34Z-
dc.date.available2009-01-28T16:12:34Z-
dc.date.issued2004en_US
dc.identifier.urihttp://hdl.handle.net/10419/20229-
dc.description.abstractData from 31 countries participating in the Programme for International Student Assessment(PISA) is used to estimate education production functions for reading literacy. The analysissuggests that the probability of finding statistically significant and correctly signed class sizeeffects increases the higher the level of aggregation used to measure class size.en_US
dc.language.isoengen_US
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen_US
dc.relation.ispartofseries|aIZA Discussion paper series |x994en_US
dc.subject.jelI2en_US
dc.subject.ddc330en_US
dc.subject.keywordclass sizeen_US
dc.subject.keywordPISA dataen_US
dc.subject.keywordbiasen_US
dc.subject.stwBildungsniveauen_US
dc.subject.stwKlassengrösseen_US
dc.subject.stwAggregationen_US
dc.subject.stwBiasen_US
dc.subject.stwSchätzungen_US
dc.subject.stwOECD-Staatenen_US
dc.subject.stwPISAen_US
dc.titleSchool quality, educational attainment and aggregation biasen_US
dc.typeWorking Paperen_US
dc.identifier.ppn378233149en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-

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