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What accounts for international differences in student prformance? A re-examination using PISA data

In: The Economics of Education and Training

Author

Listed:
  • Thomas Fuchs

    (University of Munich and CESifo)

  • Ludger Wößmann

    (University of Munich and CESifo)

Abstract

We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly associated with math, science and reading achievement. Our models account for more than 85% of the between-country performance variation, with roughly 25% accruing to institutional variation. Student performance is higher with external exams and budget formulation, but also with school autonomy in textbook choice, hiring teachers and within-school budget allocations. Autonomy is more positively associated with performance in systems that have external exit exams. Students perform better in privately operated schools, but private funding is not decisive.

Suggested Citation

  • Thomas Fuchs & Ludger Wößmann, 2008. "What accounts for international differences in student prformance? A re-examination using PISA data," Studies in Empirical Economics, in: Christian Dustmann & Bernd Fitzenberger & Stephen Machin (ed.), The Economics of Education and Training, pages 209-240, Springer.
    • Handle: RePEc:spr:stecpp:978-3-7908-2022-5_10
    DOI: 10.1007/978-3-7908-2022-5_10
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    More about this item

    Keywords

    Education production function; PISA; International variation in student performance; Institutional effects in schooling;
    All these keywords.

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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