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Families, schools, and primary-school learning : evidence for Argentina and Colombia in an international perspective

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  • Woessmann, Ludger
  • Fuchs, Thomas

Abstract

This paper estimates the relationshipbetween family background, school characteristics, and student achievement in primary school in two Latin American countries, Argentina and Colombia, as well as several comparison countries. The database used is the student-level international achievement data of the Progress in International Reading Literacy Study (PIRLS), which tested the reading performance of fourth-grade students in 2001. The nationally representative samples have 3,300 students in Argentina and 5,131 students in Colombia. The emerging general pattern of results is that educational performance is strongly related to students'family background, weakly to some institutional school features, and hardly to schools'resource endowments. In an international perspective, estimated family background effects are relatively large in Argentina, and relatively small in Colombia. A specific Argentine feature is the lack of performance differences between rural and urban areas. A specific Colombian feature is the lack of significant differences between gender performance. Nonnative students and students not speaking Spanish at home have particularly weak performance in both countries. But there are no differences by parental occupation and no positive effects of kindergarten attendance. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation.

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Bibliographic Info

Paper provided by The World Bank in its series Policy Research Working Paper Series with number 3537.

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Date of creation: 01 Mar 2005
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Handle: RePEc:wbk:wbrwps:3537

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Keywords: Teaching and Learning; Primary Education; Educational Sciences; Health Monitoring&Evaluation; Gender and Education;

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Blog mentions

As found by EconAcademics.org, the blog aggregator for Economics research:
  1. Tres puntos de partida para entender la calidad en la educación
    by Rosangela Bando in Hacia el desarrollo efectivo on 2012-06-27 11:58:28
  2. Development that Works: Three starting points to understand education quality
    by Rosangela Bando in Eval Central on 2012-06-27 11:58:50
Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.
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Cited by:
  1. Ludger Wößmann, 2005. "Ursachenkomplexe der PISA-Ergebnisse:Untersuchungen auf Basis der internationalen Mikrodaten," Ifo Working Paper Series Ifo Working Paper No. 16, Ifo Institute for Economic Research at the University of Munich.
  2. Marchionni, Mariana & Pinto, Florencia & Vazquez, Emmanuel, 2013. "Determinantes de la desigualdad en el desempeño educativo en la Argentina
    [Determinants of the inequality in PISA test scores in Argentina]
    ," MPRA Paper 56421, University Library of Munich, Germany.

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