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What if there are no 'best practices'?

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  • Eric A. Hanushek

Abstract

Developing persuasive and consistent models of educational performance has proved elusive. Existing modelling suggests no clear relationship between resources and student performance. This mirrors observed policy outcomes. A possible explanation is that the achievement process is a complicated interactive one such that simple linear additive formulations break down. This analysis presents a stylized model of achievement where unmeasured teacher quality interacts with both resources and specific educational programs. Standard econometric analyses then replicate the aggregate findings in the literature. A policy implication is that finding 'best practices' may fail without recognition of the fundamental interactions. Copyright (c) Scottish Economic Society 2004.

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Bibliographic Info

Article provided by Scottish Economic Society in its journal Scottish Journal of Political Economy.

Volume (Year): 51 (2004)
Issue (Month): 2 (05)
Pages: 156-172

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Handle: RePEc:bla:scotjp:v:51:y:2004:i:2:p:156-172

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Cited by:
  1. World Bank, 2008. "Colombia - The Quality of Education in Colombia : An Analysis and Options for a Policy Agenda," World Bank Other Operational Studies 7875, The World Bank.
  2. World Bank, 2005. "Mexico : Determinants of Learning Policy Note," World Bank Other Operational Studies 8284, The World Bank.
  3. Clive R. Belfield, 2005. "Education vouchers and the Cleveland Scholarship Program," Proceedings, Federal Reserve Bank of Cleveland, Federal Reserve Bank of Cleveland, pages 9-14.
  4. Richard J. Murnane & Richard R. Nelson, 2007. "Improving the Performance of the Education Sector: The Valuable, Challenging, and Limited Role of Random Assignment Evaluations," Economics of Innovation and New Technology, Taylor & Francis Journals, vol. 16(5), pages 307-322.
  5. Henry Kinnucan & Yuqing Zheng & Gerald Brehmer, 2006. "State Aid and Student Performance: A Supply-Demand Analysis," Education Economics, Taylor & Francis Journals, Taylor & Francis Journals, vol. 14(4), pages 487-509.

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