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On the importance of school-based inputs in the production of student achievement: Evidence in a recent Scandinavian context

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  • Nandrup, Anne Brink

    (Aarhus University)

Abstract

This paper summarises and interprets findings from the recent Scandinavian and international literature on the effects of school inputs in the general framework of a production function for cognitive achievement. Although the literature previously has been somewhat inconclusive, evidence using improved methodology and research designs largely supports an emerging consensus that direct school-based inputs may be adjusted to improve student achievement. Simultaneously, a growing body of research finds that parents respond to changes in school inputs, which may crowd-out the effect of additional school resources.

Suggested Citation

  • Nandrup, Anne Brink, 2017. "On the importance of school-based inputs in the production of student achievement: Evidence in a recent Scandinavian context," Nationaløkonomisk tidsskrift, Nationaløkonomisk Forening, vol. 2017(1), pages 1-22.
    • Handle: RePEc:hhs:jdaecn:0020
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    References listed on IDEAS

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    More about this item

    Keywords

    Knowledge production function; Instruction time; Class size; Teacher aide; Parental response; School resources;
    All these keywords.

    JEL classification:

    • D01 - Microeconomics - - General - - - Microeconomic Behavior: Underlying Principles
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • I20 - Health, Education, and Welfare - - Education - - - General
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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