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

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  • Ludger Wößmann

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. Copyright Verein für Socialpolitik und Blackwell Publishing Ltd. 2006

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  • Ludger Wößmann, 2006. "Bildungspolitische Lehren aus den internationalen Schülertests: Wettbewerb, Autonomie und externe Leistungsüberprüfung," Perspektiven der Wirtschaftspolitik, Verein für Socialpolitik, vol. 7(3), pages 417-444, August.
  • Handle: RePEc:bla:perwir:v:7:y:2006:i:3:p:417-444
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    Cited by:

    1. 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.
    2. 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).
    3. Ludger Wößmann, 2009. "Gestärkt aus der Krise: Potenziale für wissensbasiertes Wachstum," ifo Schnelldienst, ifo Institute - Leibniz Institute for Economic Research at the University of Munich, vol. 62(10), pages 03-07, May.

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