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How much of the variation in literacy and numeracy can be explained by school performance?

  • Andrew Leigh

    (Treasury, Government of Australia)

  • Hector Thompson

    (Treasury, Government of Australia)

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.

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File URL: http://archive.treasury.gov.au/documents/1421/PDF/05_Variation_Literacy_Numeracy_explained_by_School_Performance.pdf
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Article provided by The Treasury, Australian Government in its journal Economic Roundup.

Volume (Year): (2008)
Issue (Month): 3 (October)
Pages: 63-78

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Handle: RePEc:tsy:journl:journl_tsy_er_2008_3_3
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  1. 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.
  2. 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.
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