The Role of Background Factors for Reading Literacy: Straight National Scores in the PISA 2000 Study
AbstractBased on the individual-level data of the PISA 2000 study, this note provides a detailed econometric analysis of the way that reading test scores are associated with individual and family background information and with characteristics of the school and class of the 15 to 16 year old respondents to the survey. Based on our quantile regressions, we interpret the national performance scores conditional on these observable characteristics, as the reflection of different education systems. Our findings suggest that US students, particularly those in the lower quantiles, are served relatively unsatisfactorily by their system of education. Moreover, part of the potential for improvement seems to involve measurable aspects which could be altered and monitored easily.
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Bibliographic InfoPaper provided by Institute for the Study of Labor (IZA) in its series IZA Discussion Papers with number 545.
Length: 20 pages
Date of creation: Aug 2002
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Other versions of this item:
- 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.
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
This paper has been announced in the following NEP Reports:
- NEP-ALL-2002-09-11 (All new papers)
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- Michael Fertig & Robert E. Wright, 2003.
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