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Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung

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  • Wößmann, Ludger

Abstract

Evidence using micro data from four international student achievement tests shows that institutional features that ensure competition, autonomy and accountability in school systems are key to high student performance. The lessons that education policy can learn from the cross-country evidence include that students perform better (a) in countries with more competition from privately managed but publicly funded schools, (b) in schools with autonomy in process and personnel decisions, (c) if teachers have both incentives and powers to select appropriate teaching methods, (d) if parents take interest in teaching matters and (e) if students and schools are held accountable by external examinations.

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Bibliographic Info

Paper provided by University of Munich, Department of Economics in its series Munich Reprints in Economics with number 19653.

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Date of creation: 2006
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Publication status: Published in Perspektiven der Wirtschaftspolitik 3 7(2006): pp. 417-444
Handle: RePEc:lmu:muenar:19653

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References

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Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
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Cited by:
  1. Eichhorst, Werner, 2011. "Vom kranken Mann zum Vorbild Europas: Kann Deutschlands Arbeitsmarkt noch vom Ausland lernen?," IZA Standpunkte 46, Institute for the Study of Labor (IZA).
  2. Benedikt Langner & Jochen Siller, 2008. "Institutionelle Anreizfaktoren im deutschen Schulsystem: Status quo und Reformoptionen am Beispiel Nordrhein-Westfalens," Otto-Wolff-Institut Discussion Paper Series 03/2008, Otto-Wolff-Institut für Wirtschaftsordnung, Köln, Deutschland.
  3. Ludger Wößmann, 2009. "Gestärkt aus der Krise: Potenziale für wissensbasiertes Wachstum," Ifo Schnelldienst, Ifo Institute for Economic Research at the University of Munich, vol. 62(10), pages 03-07, 05.

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