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What Accounts for International Differences in Student Performance? A Re-examination using PISA Data

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  • Thomas Fuchs
  • Ludger Woessmann

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 related to 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. School autonomy is more beneficial in systems with external exit exams. Students perform better in privately operated schools, but private funding is not decisive.

Suggested Citation

  • Thomas Fuchs & Ludger Woessmann, 2004. "What Accounts for International Differences in Student Performance? A Re-examination using PISA Data," Econometric Society 2004 Australasian Meetings 274, Econometric Society.
    • Handle: RePEc:ecm:ausm04:274
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    References listed on IDEAS

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    More about this item

    Keywords

    Education production function; PISA; international variation in student performance; institutional effects in schooling;

    JEL classification:

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

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