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  1. How equal are educational opportunities?
    Family background and student achievement in Europe and the United States
    Erschienen: Sept. 2004
    Verlag:  IZA, Bonn

    "This paper estimates the effects of family-background characteristics on student performance in the US and 17 Western European school systems. Family background has strong effects both in Europe and the United States, remarkably similar in size.... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    "This paper estimates the effects of family-background characteristics on student performance in the US and 17 Western European school systems. Family background has strong effects both in Europe and the United States, remarkably similar in size. France and Flemish Belgium achieve the most equitable performance for students from different family backgrounds, and Britain and Germany the least. Equality of opportunities is unrelated to countries' mean performance. Quantile regressions show little variation in family-background effects across the ability distribution in most countries"--Forschungsinstitut zur Zukunft der Arbeit web site

     
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    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Auflage/Ausgabe: [Elektronische Ressource]
    Schriftenreihe: Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit ; 1284
    Schlagworte: Bildungschancen; Bildungsniveau; Familiensoziologie; Vergleich; Generationengerechtigkeit; Theorie; Westeuropa; USA; TIMSS; Academic achievement; Academic achievement; Family; Family
    Umfang: Online Ressource, 22, [13] p., text, ill
  2. Which school systems sort weaker students into smaller classes?
    International evidence
    Autor*in: West, Martin R.; Woessmann, Ludger
    Erschienen: 2003
    Verlag:  Univ., Center for Economic Studies [u.a.], Munich

    We examine whether the sorting of differently achieving students into differently sized classes results in a regressive or compensatory pattern of class sizes for a sample of national school systems. Sorting effects are identified by subtracting the... mehr

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    Staats- und Universitätsbibliothek Bremen
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    Niedersächsische Staats- und Universitätsbibliothek Göttingen
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    We examine whether the sorting of differently achieving students into differently sized classes results in a regressive or compensatory pattern of class sizes for a sample of national school systems. Sorting effects are identified by subtracting the causal effect of class size on performance from their total correlation. Our empirical results indicate substantial compensatory sorting within and especially between schools in many countries. Only the United States, a country with decentralized education finance and considerable residential mobility, exhibits regressive between-school sorting. Between-school sorting is more compensatory in systems with ability tracking. Within-school sorting is more compensatory when administrators rather than teachers assign students to classrooms.

     
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    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Druck
    Schriftenreihe: Array ; 1054
    Schlagworte: Schüler; Bildungsniveau; Allgemeinbildende Schule; Schätzung; Welt; Bildungsniveau; TIMSS
    Umfang: 29 S, graph. Darst
    Bemerkung(en):

    Literaturverz. S. 28 - 29
  3. Does educational tracking affect performance and inequality?
    Differences-in-differences evidence across countries
    Autor*in: Hanushek, Eric Alan; Woessmann, Ludger
    Erschienen: 2005
    Verlag:  National Bureau of Economic Research, Cambridge, Mass.

    Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, we... mehr

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, we employ an international differences-in-differences approach. We identify tracking effects by comparing differences in outcome between primary and secondary school across tracked and non-tracked systems. Six international student assessments provide eight pairs of achievement contrasts for between 18 and 26 cross-country comparisons. The results suggest that early tracking increases educational inequality. While less clear, there is also a tendency for early tracking to reduce mean performance. Therefore, there does not appear to be any equity-efficiency trade-off.

     
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    Sprache: Englisch
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    Format: Druck
    Schriftenreihe: NBER working paper series ; 11124
    Schlagworte: Bildungsverhalten; Schule; Schulpolitik; Bildungsniveau; Vergleich; Welt; TIMSS; PISA <Test>; Academic achievement; Comparative education; Educational equalization
    Umfang: 19, [9] S
    Bemerkung(en):

    Internetausg.: papers.nber.org/papers/w11124.pdf - lizenzpflichtig
  4. Does educational tracking affect performance and inequality?
    Differences-in-differences evidence across countries
    Erschienen: Febr. 2005
    Verlag:  CESifo, München

    Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, we... mehr

    Standort:
    Staats- und Universitätsbibliothek Bremen
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    keine Fernleihe

    Standort:
    Niedersächsische Staats- und Universitätsbibliothek Göttingen
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    Standort:
    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Even though some countries track students into differing-ability schools by age 10, others keep their entire secondary-school system comprehensive. To estimate the effects of such institutional differences in the face of country heterogeneity, we employ an international differences-in-differences approach. We identify tracking effects by comparing differences in outcome between primary and secondary school across tracked and non-tracked systems. Six international student assessments provide eight pairs of achievement contrasts for between 18 and 26 cross-country comparisons. The results suggest that early tracking increases educational inequality. While less clear, there is also a tendency for early tracking to reduce mean performance. Therefore, there does not appear to be any equity-efficiency trade-off.

     
    Export in Literaturverwaltung   RIS-Format
      BibTeX-Format
    Hinweise zum Inhalt
    Quelle: Verbundkataloge
    Sprache: Englisch
    Medientyp: Buch (Monographie)
    Format: Online
    Weitere Identifier:
    hdl: 10419/18779
    Schriftenreihe: Array ; 1415
    Schlagworte: Bildungsverhalten; Schule; Schulpolitik; Bildungsniveau; Vergleich; Welt; TIMSS; PISA <Test>
    Umfang: Online-Ressource, 15 p. = 499 KB, text, ill