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Fonctions de production éducationnelle: le cas de la Suisse

  • Muriel Meunier

Ce papier présente l'estimation de fonctions de production éducationnelle à partir de l'échantillon national de PISA 2000 pour la Suisse. En utilisant la spécification économétrique favorisée par le modèle Box-Cox (1964), les résultats montrent que l'intégration de l'élève dans son environnement scolaire, la situation économique de la famille, la spécificité de la Suisse du point de vue de l'organisation de son système éducatif et la formation des enseignants ont un impact significatif sur les scores en lecture, mathématiques et sciences. Les résultats indiquent également que l'utilisation largement répandue de la forme linéaire n'est pas appropriée car sujette à une estimation biaisée des coefficients. Enfin, les estimations par genre mettent en évidence des différences significatives entre les filles et les garçons. Les filles semblent plus sensibles à l'environnement familial alors que les garçons sont plus sensibles à l'environnement scolaire.

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Article provided by Swiss Society of Economics and Statistics (SSES) in its journal Swiss Journal of Economics and Statistics.

Volume (Year): 142 (2006)
Issue (Month): IV (December)
Pages: 579–615

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Handle: RePEc:ses:arsjes:2006-iv-5
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  15. Dan D. Goldhaber & Dominic J. Brewer, 1997. "Why Don't Schools and Teachers Seem to Matter? Assessing the Impact of Unobservables on Educational Productivity," Journal of Human Resources, University of Wisconsin Press, vol. 32(3), pages 505-523.
  16. Jose A. F. Machado & Jose Mata, 2000. "Box-Cox quantile regression and the distribution of firm sizes," Journal of Applied Econometrics, John Wiley & Sons, Ltd., vol. 15(3), pages 253-274.
  17. Summers, Anita A & Wolfe, Barbara L, 1977. "Do Schools Make a Difference?," American Economic Review, American Economic Association, vol. 67(4), pages 639-52, September.
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