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dc.contributor.authorHægeland, Torbjørnen_US
dc.contributor.authorRaaum, Oddbjørnen_US
dc.contributor.authorSalvanes, Kjell G.en_US
dc.description.abstractWhether increasing resource use in schools has a positive effect on pupil performance hasoccupied governments, parents and researchers for decades. A main challenge when tryingto answer this question is to separate the effects of school resources from the effects ofpupils? family background, since resources may be allocated in a compensatory manner, andpupils may sort into schools. We address these issues using a comprehensive dataset fortwo cohorts of pupils graduating from lower secondary school in Norway. The dataset is richin performance measures, resource use variables and family background variables. Asperformance measures we use results at age 16 across 11 subjects, and we exploit the factthat we have both information from results from national exams and from continuousassessment in class. Controlling for family background, we find a positive but modest effectof resource quantity such as teacher hours per pupil, on pupil achievement. Observableteacher qualifications, within the variation present in lower secondary school in Norway, donot appear to have significant effects on school results. Resource quality as measured byteacher characteristics does not appear to have a significant impact on pupils? marks. We findclear evidence of compensating resource allocation and teacher sorting as well as relativesetting of marks.en_US
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonn-
dc.relation.ispartofseries|aIZA Discussion paper series |x1459en_US
dc.subject.keywordexam resultsen_US
dc.subject.keywordschool resourcesen_US
dc.subject.keywordfamily backgrounden_US
dc.subject.keywordcompensating resource allocationen_US
dc.subject.stwAllgemeinbildende Schuleen_US
dc.titlePupil Achievement, School Resources and Family Backgrounden_US
dc.typeWorking Paperen_US

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