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School Process and Educational Outcomes in England

In: Investigaciones de Economía de la Educación 12

Author

Listed:
  • Amira Elasra

    (The department of Economics, University of Warwick)

Abstract

Most of the existing literature have shown that the educational production function approach hardly accounts for the school process variables. This paper examines the teacher and school effectiveness impacts on English students’ both cognitive and affective outcomes using the Context-Input-Process-Outcome model. The primary implication of the findings is that teachers matter. Teachers play a significant positive moderate role in improving students’ cognitive outcome and a much bigger role in improving their affective outcome. Although the paper proved that school process inputs are important in explaining students’ outcomes, the moderate magnitude of some of these inputs on cognitive outcome reflected that student’s related inputs such as academic self-schema and attitude towards continuing to higher education could play a major role in explaining such outcome.

Suggested Citation

  • Amira Elasra, 2017. "School Process and Educational Outcomes in England," Investigaciones de Economía de la Educación volume 12, in: Juan Cándido Gómez Gallego & María Concepción Pérez Cárceles & Laura Nieto Torrejón (ed.), Investigaciones de Economía de la Educación 12, edition 1, volume 12, chapter 11, pages 223-262, Asociación de Economía de la Educación.
    • Handle: RePEc:aec:ieed12:12-11
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    More about this item

    Keywords

    Educational outcomes; school process; teacher qulaity; school quality;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • D12 - Microeconomics - - Household Behavior - - - Consumer Economics: Empirical Analysis
    • D13 - Microeconomics - - Household Behavior - - - Household Production and Intrahouse Allocation

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