Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/57338 
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dc.contributor.authorOtter, Thomasen
dc.contributor.authorVillalobos Barría, Carlosen
dc.date.accessioned2010-03-30-
dc.date.accessioned2012-04-20T15:54:19Z-
dc.date.available2012-04-20T15:54:19Z-
dc.date.issued2009-
dc.identifier.urihttp://hdl.handle.net/10419/57338-
dc.description.abstractThe idea that schooling scores depend on a combination of family background characteristics, ability and school (institutional) variables is quite clear. Regarding the issue of intergenerational transmission of inequality in the educational system, the most important question would be if and to what extent could a better institutional performance of the school service compensate for problems related to family background. By means of the estimation of a reduced form equation for selected scores, we investigate the impact of institutional performance on scores after controlling for family background and individual characteristics. We do this by using a novel data set and an OLS and quantile regression approach to analyze how heterogeneous the process of score generation can be. By providing integral health solutions, minimizing under-nutrition and providing ideal conditions in the classroom, training teachers can impact positively on low and mean learning outcomes, thus contributing to an improved educational quality and breaking cycles of intergenerational transmission of inequality. Increasing learning outcomes for levels above the median, only strengthens the transmission of inequality. Consequently, the equality approach should focus on trying to improve the worst scores and our results show that this can be reached at a significant level closing teacher training gaps, improving classroom conditions and improving health and nutrition.en
dc.language.isoengen
dc.publisher|aGeorg-August-Universität Göttingen, Ibero-America Institute for Economic Research (IAI) |cGöttingenen
dc.relation.ispartofseries|aIAI Discussion Papers |x198en
dc.subject.jelA21en
dc.subject.jelH52en
dc.subject.jelI21en
dc.subject.jelI28en
dc.subject.ddc330en
dc.subject.keywordReduced-Form Production Functionen
dc.subject.keywordEducational outcomesen
dc.subject.keywordInequalityen
dc.subject.stwBildungsniveauen
dc.subject.stwAllgemeinbildende Schuleen
dc.subject.stwBildungsökonomiken
dc.subject.stwProduktionsfunktionen
dc.subject.stwSchätzungen
dc.subject.stwParaguayen
dc.titleDeterminants of student achievements in the primary education of Paraguay-
dc.typeWorking Paperen
dc.identifier.ppn622793535en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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