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Pupil achievement, school resources and family backgr

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Author Info

  • Torbjørn Hægeland
  • Oddbjørn Raaum
  • Kjell G. Salvanes

    ()
    (Statistics Norway)

Abstract

Whether increasing resource use in schools has a positive effect on pupil performance has occupied governments, parents and researchers for decades. A main challenge when trying to answer this question is to separate the effects of school resources from the effects of pupils’ family background, since resources may be allocated in a compensatory manner, and pupils may sort into schools. We address these issues using a comprehensive dataset for two cohorts of pupils graduating from lower secondary school in Norway. The dataset is rich in performance measures, resource use variables and family background variables. As performance measures we use results at age 16 across 11 subjects, and we exploit the fact that we have both information from results from national exams and from continuous assessment in class. Controlling for family background, we find a positive but modest effect of resource quantity such as teacher hours per pupil, on pupil achievement. Observable teacher qualifications, within the variation present in lower secondary school in Norway, do not appear to have significant effects on school results. Resource quality as measured by teacher characteristics does not appear to have a significant impact on pupils’ marks. We find clear evidence of compensating resource allocation and teacher sorting as well as relative setting of marks.

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Bibliographic Info

Paper provided by Research Department of Statistics Norway in its series Discussion Papers with number 397.

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Date of creation: Dec 2004
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Handle: RePEc:ssb:dispap:397

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Keywords: Pupil acievement; school resources;

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References

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  3. Sandra E. Black & Paul J. Devereux & Kjell G. Salvanes, 2003. "Why the apple doesn't fall far: understanding intergenerational transmission of human capital," CeMMAP working papers CWP16/03, Centre for Microdata Methods and Practice, Institute for Fiscal Studies.
  4. Bonesronning, Hans, 2004. "The determinants of parental effort in education production: do parents respond to changes in class size?," Economics of Education Review, Elsevier, vol. 23(1), pages 1-9, February.
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  9. Bonesronning, Hans & Falch, Torberg & Strom, Bjarne, 2005. "Teacher sorting, teacher quality, and student composition," European Economic Review, Elsevier, vol. 49(2), pages 457-483, February.
  10. Lorraine Dearden & Javier Ferri & Costas Meghir, 2000. "The effect of school quality on educational attainment and wages," IFS Working Papers W00/22, Institute for Fiscal Studies.
  11. Hans Bonesrønning, 2003. "Class Size Effects on Student Achievement in Norway: Patterns and Explanations," Southern Economic Journal, Southern Economic Association, vol. 69(4), pages 952-965, April.
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  14. Eric A. Hanushek, 2002. "The Failure of Input-based Schooling Policies," NBER Working Papers 9040, National Bureau of Economic Research, Inc.
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  17. Betts, Julian R, 1996. "Do School Resources Matter Only for Older Workers?," The Review of Economics and Statistics, MIT Press, vol. 78(4), pages 638-52, November.
  18. Black, Sandra & Devereux, Paul J. & Salvanes, Kjell G, 2003. "Why the Apple Doesn't Fall: Understanding Intergenerational Transmission of Human Capital," CEPR Discussion Papers 4150, C.E.P.R. Discussion Papers.
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  20. Wilson, Kathryn, 2002. "The effects of school quality on income," Economics of Education Review, Elsevier, vol. 21(6), pages 579-588, December.
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Citations

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Cited by:
  1. Bernt Bratsberg & Knut Røed & Oddbjørn Raaum & Robin Naylor & Markus Ja�ntti & Tor Eriksson & Eva O�sterbacka, 2007. "Nonlinearities in Intergenerational Earnings Mobility: Consequences for Cross-Country Comparisons," Economic Journal, Royal Economic Society, vol. 117(519), pages C72-C92, 03.
  2. Marte Rønning & Edvin Leuven & Hessel Oosterbeek, 2008. "Quasi-experimental estimates of the effect of class size on achievement in Norway," Working Paper Series 9308, Department of Economics, Norwegian University of Science and Technology.
  3. Lars-Erik Borge & Linn Renée Naper, 2005. "Efficiency Potential and Efficiency Variation in Norwegian Lower Secondary Schools," CESifo Working Paper Series 1624, CESifo Group Munich.

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