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The unified state examination and the determinants of academic achievement: Does investment in pre-entry coaching matter?

  • Prakhov Ilya

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    This paper examines the effects of pre-entry coaching (both in terms of money and efforts) on achievement of Russian high school graduates as measured by the results of the Unified state examination (USE). Using a dataset of students from the 16 biggest Russian cities, which includes information on USE results, family background, school characteristics and patterns on pre-entry training, we estimate the factors which determine the final USE results. Parental education, family income, student’s abilities and whether or not the student graduated from a gymnasium or magnet school are significant predictors of USE results in Russian, Mathematics and the average USE score. Characteristics of pre-entry courses (duration of a program as well as total fee) have positive influence on USE scores, but the effect of this kind of pre-entry training is moderate. Attending classes with tutors has a significant (but still moderate) effect only on the USE score in Russian.

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    Paper provided by EERC Research Network, Russia and CIS in its series EERC Working Paper Series with number 12/08e.

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    Date of creation: 27 Jul 2012
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    Handle: RePEc:eer:wpalle:12/08e
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    1. Hanushek, Eric A & Rivkin, Steven G & Taylor, Lori L, 1996. "Aggregation and the Estimated Effects of School Resources," The Review of Economics and Statistics, MIT Press, vol. 78(4), pages 611-27, November.
    2. Hakkinen, Iida & Kirjavainen, Tanja & Uusitalo, Roope, 2003. "School resources and student achievement revisited: new evidence from panel data," Economics of Education Review, Elsevier, vol. 22(3), pages 329-335, June.
    3. Ammermüller Andreas & Heijke Hans & Wöszmann Ludger, 2003. "Schooling Quality in Eastern Europe: Educational Production During Transition," ROA Research Memorandum 004, Maastricht University, Research Centre for Education and the Labour Market (ROA).
    4. Eric A. Hanushek & Ludger Woessmann, 2010. "The Economics of International Differences in Educational Achievement," NBER Working Papers 15949, National Bureau of Economic Research, Inc.
    5. Ehrenberg, Ronald G. & Brewer, Dominic J., 1994. "Do school and teacher characteristics matter? Evidence from High School and Beyond," Economics of Education Review, Elsevier, vol. 13(1), pages 1-17, March.
    6. Eric A. Hanushek & Ludger Woessmann, 2009. "Schooling, Cognitive Skills, and the Latin American Growth Puzzle," CESifo Working Paper Series 2667, CESifo Group Munich.
    7. Bishop, J.H., 1995. "The Impact of Curriculum-Based External Examinations on School Prorities and Student Learning," Papers 95-30, Cornell - Center for Advanced Human Resource Studies.
    8. Bishop, J., 1997. "The Effect of national Standards and Curriculum-Based Exams on Achievement," Papers 97-01, Cornell - Center for Advanced Human Resource Studies.
    9. Bishop, John H, 1997. "The Effect of National Standards and Curriculum-Based Exams on Achievement," American Economic Review, American Economic Association, vol. 87(2), pages 260-64, May.
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