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dc.contributor.authorLauer, Charlotteen
dc.date.accessioned2009-02-16T15:12:30Z-
dc.date.available2009-02-16T15:12:30Z-
dc.date.issued2002-
dc.identifier.urihttp://hdl.handle.net/10419/24800-
dc.description.abstractThis paper aims at formulating a theoretical model of educational attainment which is directly implementable empirically. The conceptual frame-work relies on the human capital theory, where individuals weigh the costs and the returns of education to decide on the optimal amount of education they want to invest in. In an extension of the model, the educational process is de- composed into two stages: achievement at school and post-school achievement. The same conceptual framework applies at both stages, but a correlation is permitted between them. Empirically, this boils down to estimate a multivariate ordered probit model. An illustration based on German data shows how this model functions in practice. Thus, the model confers an economic foundation on the empirical estimation of the impact of certain factors on educational outcomes.en
dc.language.isoengen
dc.publisher|aZentrum für Europäische Wirtschaftsforschung (ZEW) |cMannheimen
dc.relation.ispartofseries|aZEW Discussion Papers |x02-06en
dc.subject.jelI2en
dc.subject.jelC5en
dc.subject.ddc330en
dc.subject.keywordEducationen
dc.subject.keywordEconomic modellingen
dc.subject.keywordMultivariate ordered probiten
dc.subject.stwBildungsinvestitionen
dc.subject.stwBildungsökonomiken
dc.subject.stwBildungsverhaltenen
dc.subject.stwBildungsniveauen
dc.subject.stwProbit-Modellen
dc.subject.stwTheorieen
dc.subject.stwDeutschlanden
dc.titleA Model of Educational Attainment: Application to the German Case-
dc.typeWorking Paperen
dc.identifier.ppn856307378en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen
dc.identifier.repecRePEc:zbw:zewdip:891en

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