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Families, schools and primary-school learning: Evidence for Argentina and Colombia in an international perspective

  • Wößmann, Ludger

This article presents evidence on the associations between family background, school characteristics and student performance in primary school in Argentina, Colombia and several comparison countries. As a general pattern, educational performance is strongly related to family background, weakly to some institutional school features and hardly to schools’ resource endowments. In an international perspective, family-background effects are relatively large in Argentina, and relatively small in Colombia. A specific Argentine feature is the lack of performance differences between rural and urban areas. A specific Colombian feature is the lack of significant between-gender performance differences. Nonnative students and students not speaking Spanish at home perform particularly weak in both countries. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation.

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Paper provided by University of Munich, Department of Economics in its series Munich Reprints in Economics with number 19682.

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Date of creation: 2010
Date of revision:
Publication status: Published in Applied Economics 21 42(2010): pp. 2645-2665
Handle: RePEc:lmu:muenar:19682
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