Please use this identifier to cite or link to this item:
Wößmann, Ludger
Year of Publication: 
Series/Report no.: 
IZA Discussion Papers 2880
Cross-country evidence on student achievement might be hampered by omitted country characteristics such as language or legal differences. This paper uses cross-state variation in Germany, whose sixteen states share the same language and legal system, but pursue different education policies. The same results found previously across countries hold within Germany: Higher mean student performance is associated with central exams, private school operation, and socio-economic background, but not with spending, while higher equality of opportunity is associated with reduced tracking. In a model that pools German states with OECD countries, these fundamental determinants do not differ significantly between the two samples.
Document Type: 
Working Paper

Files in This Item:
197.36 kB

Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.