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Displaying results 1 to 25 of 31.

  1. PISA results
    what a difference immigration law makes
    Published: Febr. 2004
    Publisher:  IZA, Bonn

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Edition: [Elektronische Ressource]
    Series: Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit ; 1021
    Subjects: Einwanderungsrecht; Bildungsniveau; Soziale Integration; Familiensoziologie; Soziale Schicht; Sprache; Schätzung; OECD-Staaten; Migranten; PISA <Test>
    Scope: Online Ressource, 24 p., text
  2. What a Difference Immigration Law Makes: PISA Results, Migration Background and Social Mobility in Europe and Traditional Countries of Immigration
    Published: 2004
    Publisher:  ZEW Zentrum für Europäische Wirtschaftsforschung, Mannheim

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    Niedersächsische Staats- und Universitätsbibliothek Göttingen
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    Language: English
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    Series: Discussion paper / ZEW ; 04-17
    Subjects: Einwanderungsrecht; Bildungsniveau; Familiensoziologie; Soziale Schicht; Soziale Mobilität; Schätzung; OECD-Staaten; Migranten; PISA <Test>
    Scope: Online-Ressource, 36 p., text
  3. School quality, educational attainment and aggregation bias
    Published: Jan. 2004
    Publisher:  IZA, Bonn

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Edition: [Elektronische Ressource]
    Series: Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit ; 994
    Subjects: Bildungsniveau; Aggregation; Systematischer Fehler; Schätzung; OECD-Staaten; Bildungsniveau; PISA <Test>
    Scope: Online Ressource, 8 p., text
  4. PISA: What makes the difference?
    Explaining the gap in PISA Test scores between Finland and Germany
    Published: 2004
    Publisher:  ZEW Zentrum für Europäische Wirtschaftsforschung, Mannheim

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    Niedersächsische Staats- und Universitätsbibliothek Göttingen
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Edition: [Elektronische Ressource]
    Series: Discussion paper / ZEW ; 04-04
    Subjects: Bildungsniveau; Bildungsökonomik; Vergleich; Schätzung; Deutschland; Finnland; PISA <Test>
    Scope: Online-Ressource, 33 p., text
  5. Teacher quality and incentives
    theoretical and empirical effects of standards on teacher qualtiy
    Author: Jürgens, Hendrik; Richter, Wolfram F.; Schneider, Kerstin
    Published: May 2005
    Publisher:  MEA, Mannheim

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    W 1463 (91)
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  6. PISA-Ergebnisse, sozioökonomischer Status der Eltern und Sprache im Elternhaus
    eine international vergleichende Studie vor dem Hintergrund unterschiedlicher Einwanderungsgesetze
    Published: May 2005
    Publisher:  Techn. Univ., Inst. für Volkswirtschaftslehre, Darmstadt

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    Leibniz-Institut für Bildungsmedien | Georg-Eckert-Institut
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    Source: Union catalogues
    Language: German
    Media type: Book
    Format: Online
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    hdl: 10419/22531
    Series: Darmstadt discussion papers in economics ; 148
    Subjects: Einwanderungsrecht; Bildungsniveau; Soziale Integration; Familiensoziologie; Soziale Schicht; Sprache; Schätzung; OECD-Staaten; Migranten; PISA <Test>
    Scope: Online-Ressource, (PDF-Datei: 18 S., 254 KB)
  7. Teacher quality and incentives theoretical and empirical effects of standards on teacher quality
    presented at CESifo Conference on Public Sector Economics, May 2004
    Author: Jürges, Hendrik; Richter, Wolfram F.; Schneider, Kerstin
    Published: 2004
    Publisher:  Univ., Center for Economic Studies [u.a.], Munich

    Applying the theory of yardstick competition to the schooling system, we show that it is optimal to have central tests of student achievement and to engage in benchmarking because it raises the quality of teaching. This is true even if... more

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    Applying the theory of yardstick competition to the schooling system, we show that it is optimal to have central tests of student achievement and to engage in benchmarking because it raises the quality of teaching. This is true even if teachers’ pay (defined in monetary terms) is not performance related. If teachers value reputation, and if teaching output is measured so that it becomes comparable, teachers will increase their effort. The theory is tested using the German PISA-E data. Our estimates suggest that, despite the flat career profile of German teachers, the quality of teaching tends to be higher in federal states with central exams.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Print
    Series: Array ; 1296
    Subjects: Lehrkräfte; Dienstleistungsqualität; Leistungsanreiz; Anreizregulierung; Benchmarking; Bildungsniveau; Schätzung; Teilstaat; Schätzung; Deutschland; Zentralexamen; Zentralabitur; PISA <Test>
    Scope: 22 S, Tab
    Notes:

    Literaturverz. S. 21
  8. Das deutsche Bildungssystem am Abgrund
    Daten, Analysen und Rettungsvorschläge
    Author: Boger, Horst Wolfgang
    Published: 2004
    Publisher:  Liberales Inst. der Friedrich-Naumann-Stiftung, Potsdam

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    A 242082
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    Universitätsbibliothek Rostock
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    PN 865 B674 D4
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    Source: Union catalogues
    Language: German
    Media type: Book
    Format: Print
    Series: Position liberal
    Subjects: Bildungsniveau; Bildungswesen; Deutschland; PISA <Test>
    Scope: 27 S
  9. Computers and student learning
    bivariate and multivariate evidence on the availability and use of computers at home and at school
    Published: Nov. 2004
    Publisher:  CESifo, München

    We estimate the relationship between students ̕educational achievement and the availability and use of computers at home and at school in the international student-level PISA database. Bivariate analyses show a positive correlation between student... more

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    Staats- und Universitätsbibliothek Bremen
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    We estimate the relationship between students ̕educational achievement and the availability and use of computers at home and at school in the international student-level PISA database. Bivariate analyses show a positive correlation between student achievement and the availability of computers both at home and at schools. However, once we control extensively for family background and school characteristics, the relationship gets negative for home computers and insignificant for school computers. Thus, the mere availability of computers at home seems to distract students from effective learning. But measures of computer use for education and communication at home show a positive conditional relationship with student achievement. The conditional relationship between student achievement and computer and internet use at school has an inverted U-shape, which may reflect either ability bias combined with negative effects of computerized instruction or a low optimal level of computerized instruction.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    RVK Categories: DP 2600 ; QB 910
    DDC Categories: 370
    Series: Array ; 1321
    Subjects: Bildungsniveau; E-Learning; Computerunterstützung; Mediennutzung; Welt; PISA <Test>
    Scope: Online-Ressource, 20 p. = 292 KB, text
  10. What accounts for international differences in student performance?
    a re-examination using PISA data
    Author: Fuchs, Thomas; Woessmann, Ludger
    Published: 2004
    Publisher:  Univ., Center for Economic Studies [u.a.], Munich

    We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly related to math, science... more

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    We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly related to math, science and reading achievement. Our models account for more than 85 percent of the between-country performance variation, with roughly 25 percent accruing to institutional variation. Student performance is higher with external exams and budget formulation, but also with school autonomy in textbook choice, hiring teachers and within-school budget allocations. School autonomy is more beneficial in systems with external exit exams. Students perform better in privately operated schools, but private funding is not decisive.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Print
    RVK Categories: DO 1250
    Series: Array ; 1235
    Subjects: Bildungsniveau; Bildungsökonomik; Bildungspolitik; Institutionenökonomik; Vergleich; Schätzung; Welt; PISA <Test>
    Scope: 29 S
    Notes:

    Literaturverz. S. 27 - 28
  11. Does educational tracking affect performance and inequality?
    Differences-in-differences evidence across countries
    Published: Febr. 2005
    Publisher:  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... more

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    Staats- und Universitätsbibliothek Bremen
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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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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/18779
    Series: Array ; 1415
    Subjects: Bildungsverhalten; Schule; Schulpolitik; Bildungsniveau; Vergleich; Welt; TIMSS; PISA <Test>
    Scope: Online-Ressource, 15 p. = 499 KB, text, ill
  12. What accounts for international differences in student performance?
    a re-examination using PISA data
    Published: Sept. 2004
    Publisher:  IZA, Bonn

    We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly related to math, science... more

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly related to math, science and reading achievement. Our models account for more than 85% of the between-country performance variation, with roughly 25% accruing to institutional variation. Student performance is higher with external exams and budget formulation, but also with school autonomy in textbook choice, hiring teachers and within-school budget allocations. School autonomy is more beneficial in systems with external exit exams. Students perform better in privately operated schools, but private funding is not decisive.

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Edition: [Elektronische Ressource]
    Series: Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit ; 1287
    Subjects: Bildungsniveau; Bildungsökonomik; Bildungspolitik; Institutionenökonomik; Vergleich; Schätzung; Welt; PISA <Test>; Academic achievement
    Scope: Online Ressource, 29, [7] p., text
  13. What a difference immigration law makes
    PISA results, migration background, socioeconomic status and social mobility in Europe and traditional countries of immigration
    Author: Entorf, Horst; Minoiu, Nicoleta
    Published: 2003
    Publisher:  Inst. für Volkswirtschaftslehre, Darmstadt

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    W 707 (128)
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    Source: Union catalogues
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    Media type: Book
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    Series: Darmstadt discussion papers in economics ; 128 : Applied research in economics
    Subjects: Einwanderungsrecht; Bildungsniveau; Familiensoziologie; Soziale Schicht; Soziale Mobilität; Schätzung; OECD-Staaten; Migranten; PISA <Test>
    Scope: 24 S.
    Notes:
  14. School quality, educational attainment and aggregation bias
    Published: 2003
    Publisher:  RWI, Essen

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    ifo Institut für Wirtschaftsforschung an der Universität München, Bibliothek
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 3936454167
    Edition: [Elektronische Ressource]
    Series: Discussion papers / RWI ; No. 9
    Subjects: Bildungsniveau; Aggregation; Systematischer Fehler; Schätzung; OECD-Staaten; Bildungsniveau; PISA <Test>
    Scope: Online-Ressource, 7 p., text
  15. Does educational tracking affect performance and inequality?
    Differences-in-differences evidence across countries
    Author: Hanushek, Eric Alan; Woessmann, Ludger
    Published: 2005
    Publisher:  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... more

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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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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Print
    Series: NBER working paper series ; 11124
    Subjects: Bildungsverhalten; Schule; Schulpolitik; Bildungsniveau; Vergleich; Welt; TIMSS; PISA <Test>; Academic achievement; Comparative education; Educational equalization
    Scope: 19, [9] S
    Notes:

    Internetausg.: papers.nber.org/papers/w11124.pdf - lizenzpflichtig
  16. What can we learn from international student performance studies?
    Some methodological remarks
    Published: 2004
    Publisher:  RWI, Essen

    The determinants which are decisive for a successful accumulation of human capital and the transfer of these skills into the labor market are a contentious issue in the literature on the economics of education. Different studies on, for instance, the... more

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    The determinants which are decisive for a successful accumulation of human capital and the transfer of these skills into the labor market are a contentious issue in the literature on the economics of education. Different studies on, for instance, the impact of school resources typically reach different conclusions even if they utilize the same dataset. The reason behind this is that each and every study decisively depends on a set of identification assumptions which are anything but innocuous for the results obtained.This paper aims at clarifying this point by embedding the discussion on the determinants of test success in international performance studies like PISA into a theoretical model of cognitive achievement and an empirical frame of reference.

     
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    Source: Union catalogues
    Language: English
    Media type: Ebook
    Format: Online
    ISBN: 3936454388
    Edition: [Elektronische Ressource]
    Series: Discussion papers / RWI ; No. 23
    Subjects: Bildungsniveau; Bildungsertrag; Theorie; Welt; Kognition; PISA <Test>
    Scope: Online-Ressource, 18 p., text, ill
  17. "Every catholic child in a catholic school"
    historical resistance to state schooling, contemporary private competition, and student achievement across countries
    Published: June 2008
    Publisher:  CESifo, München

    Nineteenth-Century Catholic doctrine strongly opposed state schooling. We show that countries with larger shares of Catholics in 1900 (but without a Catholic state religion) tend to have larger shares of privately operated schools even today. We use... more

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    Nineteenth-Century Catholic doctrine strongly opposed state schooling. We show that countries with larger shares of Catholics in 1900 (but without a Catholic state religion) tend to have larger shares of privately operated schools even today. We use this historical pattern as a natural experiment to estimate the causal effect of contemporary private competition on student achievement in cross-country student-level analyses. Our results show that larger shares of privately operated schools lead to better student achievement in mathematics, science, and reading and to lower total education spending, even after controlling for current Catholic shares. -- Private school competition ; student achievement ; Catholic schools

     
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/26377
    RVK Categories: DD 4700
    DDC Categories: 370
    Series: Array ; 2332
    Subjects: Privatschule; Katholizismus; Region; Allgemeinbildende Schule; Wettbewerb; Bildungsniveau; OECD-Staaten; PISA <Test>
    Scope: Online-Ressource, 25 S. = 200 KB, Text
  18. Microeconometric analyses of education production in Germany
    Author: Piopiunik, Marc
    Published: 2011
    Publisher:  Ifo-Inst. für Wirtschaftsforschung, München

    This volume was prepared by Marc Piopiunik while he has been working at the Ifo Institute. It was completed in June 2011 and accepted as a doctoral thesis by the Department of Economics at the University of Munich. It includes four self-contained... more

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    This volume was prepared by Marc Piopiunik while he has been working at the Ifo Institute. It was completed in June 2011 and accepted as a doctoral thesis by the Department of Economics at the University of Munich. It includes four self-contained empirical studies. All studies aim at contributing to the understanding of the determinants of educational outcomes in Germany, with each chapter addressing a different determinant: individual characteristics (Chapter 2), family background (Chapter 3), teacher characteristics (Chapter 4), and education system (Chapter 5).

     
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    Source: Staatsbibliothek zu Berlin
    Language: English
    Media type: Dissertation
    Format: Print
    ISBN: 9783885125181
    Other identifier:
    9783885125181
    RVK Categories: QX 800
    Series: Ifo-Beiträge zur Wirtschaftsforschung ; 40
    Subjects: Bildungsökonomik; Mikroökonometrie; Schätzung; Bildungsniveau; Bildungsabschluss; Gesundheit; Soziale Kompetenz; Generationengerechtigkeit; Schulbesuch; Lehrkräfte; Dienstleistungsqualität; Deutschland; PISA <Test>
    Scope: IX, 185 S., graph. Darst., 210 mm x 150 mm
    Notes:

    Literaturverz. S.172-185

    Zugl.: München, Ludwig-Maximilians-Univ., Diss., 2011
  19. Knowledge and skills for life
    first results from the OECD Programme for International Student Assessment (PISA) 2000
    Published: 2001
    Publisher:  OECD, Paris

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    Max-Planck-Institut für Bildungsforschung, Bibliothek und wissenschaftliche Information
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  20. Tracking and Incentives: A comment on Hanushek and Woessmann
    Published: Nov. 2007
    Publisher:  Bibliothek der Universität Konstanz, Konstanz

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    VS 34 (22)
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    Universität Konstanz, Kommunikations-, Informations-, Medienzentrum (KIM)
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    Volltext (kostenfrei)
    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
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    Series: Research paper series / Thurgauer Wirtschaftsinstitut ; 22
    Subjects: Bildungsverhalten; Schule; Schulpolitik; Bildungsniveau; Vergleich; Welt; TIMSS; PISA <Test>
    Scope: Online-Ressource
  21. Does educational tracking affect performance and inequality?
    Differences-in-differences evidence across countries
    Published: 2005
    Publisher:  Stanford Inst. for Economic Policy Research, Stanford, Calif.

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    Source: Union catalogues
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    Media type: Book
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    Series: SIEPR discussion paper ; 04,26
    Subjects: Bildungsverhalten; Schule; Schulpolitik; Bildungsniveau; Vergleich; Welt; TIMSS; PISA <Test>
    Scope: Online-Ressource (19, [4] S.), graph. Darst.
  22. Das deutsche Schulsystem: am Abrgund oder im Aufschwung?
    Daten, Analysen und Vorschläge
    Author: Boger, Horst Wolfgang
    Published: 2005
    Publisher:  Liberales Inst. der Friedrich-Nauman-Stiftung, Potsdam

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    Staats- und Universitätsbibliothek Hamburg Carl von Ossietzky
    Signature:
    A/393011
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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    Source: Union catalogues
    Language: German
    Media type: Book
    Format: Print
    Series: Position liberal
    Subjects: Schule; Bildungsniveau; Bildungswesen; Deutschland; PISA <Test>; Schulsystem
    Scope: 47 S., graph. Darst
  23. Microeconometric analyses of education production in Germany
    Author: Piopiunik, Marc
    Published: 2011
    Publisher:  Ifo-Inst. für Wirtschaftsforschung, München

    This volume was prepared by Marc Piopiunik while he has been working at the Ifo Institute. It was completed in June 2011 and accepted as a doctoral thesis by the Department of Economics at the University of Munich. It includes four self-contained... more

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    This volume was prepared by Marc Piopiunik while he has been working at the Ifo Institute. It was completed in June 2011 and accepted as a doctoral thesis by the Department of Economics at the University of Munich. It includes four self-contained empirical studies. All studies aim at contributing to the understanding of the determinants of educational outcomes in Germany, with each chapter addressing a different determinant: individual characteristics (Chapter 2), family background (Chapter 3), teacher characteristics (Chapter 4), and education system (Chapter 5).

     
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    Content information
    Source: Staatsbibliothek zu Berlin
    Language: English
    Media type: Dissertation
    Format: Print
    ISBN: 9783885125181
    Other identifier:
    9783885125181
    RVK Categories: QX 800
    Series: Ifo-Beiträge zur Wirtschaftsforschung ; 40
    Subjects: Bildungsökonomik; Mikroökonometrie; Schätzung; Bildungsniveau; Bildungsabschluss; Gesundheit; Soziale Kompetenz; Generationengerechtigkeit; Schulbesuch; Lehrkräfte; Dienstleistungsqualität; Deutschland; PISA <Test>
    Scope: IX, 185 S., graph. Darst., 210 mm x 150 mm
    Notes:

    Literaturverz. S.172-185

    Zugl.: München, Ludwig-Maximilians-Univ., Diss., 2011
  24. Does educational tracking affect performance and inequality?
    Differences-in-differences evidence across countries
    Published: Dec. 2005
    Publisher:  IZA, Bonn

    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... more

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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. -- tracking ; streaming ; ability grouping ; selectivity ; comprehensive school system ; education performance ; inequality ; international student achievement test ; TIMSS ; PISA ; PIRLS

     
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    Content information
    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Online
    Other identifier:
    hdl: 10419/33201
    Series: Discussion paper series / Forschungsinstitut zur Zukunft der Arbeit ; 1901
    Subjects: Bildungsverhalten; Schule; Schulpolitik; Bildungsniveau; Vergleich; Welt; TIMSS; PISA <Test>
    Scope: Online-Ressource, 15, [9] S., Text, graph. Darst.
  25. Constitutional rights and education
    an international comparative study
    Author: Edwards, Sebastian; García Marín, Alvaro
    Published: 2014

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    ZBW - Leibniz-Informationszentrum Wirtschaft, Standort Kiel
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    W 1 (20475)
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    Source: Union catalogues
    Language: English
    Media type: Book
    Format: Print
    Series: NBER working paper series ; 20475
    Subjects: Bildung; Menschenrechte; Verfassungsreform; Wirkungsanalyse; Bildungsniveau; Vergleich; OECD-Staaten; PISA <Test>
    Scope: 27 S.
    Notes:

    Parallel als Online-Ausg. erschienen