How much of the variation in literacy and numeracy can be explained by school performance?
Family background is known to have a substantial impact on students' literacy and numeracy results. This raises questions about whether any of the remaining differences in results are due to school performance — or whether they are merely due to random noise. This article reviews research from the OECD's Programme for International Student Assessment (PISA) study, based on student-level analysis. It then presents new evidence based on publicly reported school-level data from Western Australia. Combining test results with data on schools’ socioeconomic characteristics, this study estimates the degree to which some schools outperform those with similar characteristics. On a 'like schools' basis, school differences are shown to be persistent across subjects, grades and years.
Volume (Year): (2008)
Issue (Month): 3 (October)
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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.:
- Eric A. Hanushek & Margaret E. Raymond, 2005.
"Does school accountability lead to improved student performance?,"
Journal of Policy Analysis and Management,
John Wiley & Sons, Ltd., vol. 24(2), pages 297-327.
- Eric A. Hanushek & Margaret E. Raymond, 2004. "Does School Accountability Lead to Improved Student Performance?," NBER Working Papers 10591, National Bureau of Economic Research, Inc.
- Eric A. Hanushek & Margaret E. Raymond, 2006. "School accountability and student performance," Regional Economic Development, Federal Reserve Bank of St. Louis, issue Mar, pages 51-61. Full references (including those not matched with items on IDEAS)
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