The Role of Background Factors for Reading Literacy: Straight National scores in the Pisa 2000 Study
Based on the individual-level data of the PISA 2000 study, this Paper provides a detailed econometric analysis of the way that reading test scores are associated with individual and family background information, and with characteristics of the school and class of the 15 to 16 year old respondents to the survey. Based on our quantile regressions, we interpret the national performance scores conditional on these observable characteristics, as the reflection of different education systems. Our findings suggest that US students, particularly those in the lower quantiles, are served relatively unsatisfactorily by their system of education. Moreover, part of the potential for improvement seems to involve measurable aspects, which could be altered and monitored easily.
|Date of creation:||Sep 2002|
|Date of revision:|
|Contact details of provider:|| Postal: |
Phone: 44 - 20 - 7183 8801
Fax: 44 - 20 - 7183 8820
|Order Information:|| Email: |
When requesting a correction, please mention this item's handle: RePEc:cpr:ceprdp:3544. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: ()The email address of this maintainer does not seem to be valid anymore. Please ask to update the entry or send us the correct address
If references are entirely missing, you can add them using this form.