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School quality, educational attainment and aggregation bias

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  • Fertig, Michael
  • Wright, Robert E.

Abstract

Data from 31 countries participating in the Programme for International Student Assessment (PISA) is used to estimate education production functions for reading literacy.The analysis suggests that the probability of finding statistically significant and correctly signed class size effects increases the higher the level of aggregation used to measure class size.

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Bibliographic Info

Article provided by Elsevier in its journal Economics Letters.

Volume (Year): 88 (2005)
Issue (Month): 1 (July)
Pages: 109-114

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Handle: RePEc:eee:ecolet:v:88:y:2005:i:1:p:109-114

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References

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  1. Hanushek, E-A & Rivkin, S-G & Taylor, L-L, 1995. "Aggregation and the Estimated Effects of School Resources," RCER Working Papers 397, University of Rochester - Center for Economic Research (RCER).
  2. Hanushek, E.A.omson, W., 1996. "Assessing the Effects of School Resources on Student Performance : An Update," RCER Working Papers 424, University of Rochester - Center for Economic Research (RCER).
  3. Hanushek, Eric A., 2006. "School Resources," Handbook of the Economics of Education, Elsevier.
  4. Christian Dustmann, 2003. "The Class Size Debate and Educational Mechanisms: Editorial," Economic Journal, Royal Economic Society, vol. 113(485), pages F1-F2, February.
  5. Fertig, Michael & Schmidt, Christoph M, 2002. "The Role of Background Factors for Reading Literacy: Straight National scores in the Pisa 2000 Study," CEPR Discussion Papers 3544, C.E.P.R. Discussion Papers.
  6. Hanushek, Eric A, 1986. "The Economics of Schooling: Production and Efficiency in Public Schools," Journal of Economic Literature, American Economic Association, vol. 24(3), pages 1141-77, September.
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Citations

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Cited by:
  1. Ludger Woessmann, 2007. "Fundamental Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries," CESifo Working Paper Series 1981, CESifo Group Munich.
  2. Eric A. Hanushek & Ludger Woessmann, 2010. "The Economics of International Differences in Educational Achievement," CESifo Working Paper Series 3037, CESifo Group Munich.
  3. Michael Fertig, 2004. "What Can We Learn From International Student Performance Studies? Some Methodological Remarks," RWI Discussion Papers 0023, Rheinisch-Westfälisches Institut für Wirtschaftsforschung.
  4. van Ours, Jan C, 2006. "Children Reading Fiction Books Because They Want To," CEPR Discussion Papers 5472, C.E.P.R. Discussion Papers.
  5. Ludger Wößmann, 2005. "Kleinere Klassen = bessere Leistungen?," Ifo Schnelldienst, Ifo Institute for Economic Research at the University of Munich, vol. 58(17), pages 06-15, 09.
  6. Stephen Machin & Patrick A. Puhani, 2005. "Special Issue on the Economics of Education - Policies and Empirical Evidence: Editorial," German Economic Review, Verein für Socialpolitik, vol. 6(3), pages 259-267, 08.
  7. Ours, J.C. van, 2006. "Children Reading Fiction Books Because They Want To," Discussion Paper 2006-3, Tilburg University, Center for Economic Research.
  8. Fischer, Justina A.V., 2007. "The Impact of Direct Democracy on Public Education: Evidence for Swiss Students in Reading, Mathematics and Natural Science," Working Paper Series in Economics and Finance 688, Stockholm School of Economics.
  9. Ryan, Chris, 2013. "What is behind the decline in student achievement in Australia?," Economics of Education Review, Elsevier, vol. 37(C), pages 226-239.
  10. Ludger Woessmann, 2010. "Institutional Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries," Journal of Economics and Statistics (Jahrbuecher fuer Nationaloekonomie und Statistik), Justus-Liebig University Giessen, Department of Statistics and Economics, vol. 230(2), pages 234-270.
  11. Lounkaew, Kiatanantha, 2013. "Explaining urban–rural differences in educational achievement in Thailand: Evidence from PISA literacy data," Economics of Education Review, Elsevier, vol. 37(C), pages 213-225.
  12. Justina A.V. Fischer, 2005. "The Impact of Direct Democracy on Public Education: Performance of Swiss Students in Reading," University of St. Gallen Department of Economics working paper series 2005 2005-10, Department of Economics, University of St. Gallen.
  13. David Tobón & Germán Darío Valencia Agudelo & Paul Ríos Gallego & John Fredy Bedoya, 2008. "Hierarchical Organization and School Academic Achievement in Medellin: An Analysis from the Educational Production Function," Lecturas de Economía, Universidad de Antioquia, Departamento de Economía, issue 68, pages 145-173, Enero-Jun.

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