School building conditions and student achievments: Norwegian evidence
This paper studies the effects from poor school building conditions on student achievements in Norwegian primary schools based on results from national tests in mathematics, English and Norwegian. The benchmark OLS results suggest a negative relationship, but the estimates are mostly insignificant. Further, a municipality fixed effects (MFE) and an instrumental variable approach (IV) is suggested as alternatives to OLS in order to battle potential endogeneity issues due to unobservable characteristics. The results from the OLS and IV procedures are mostly similar to the OLS results.
|Date of creation:||10 Jan 2012|
|Contact details of provider:|| Postal: 7491 Trondheim|
Phone: 73 59 19 40
Fax: 73 59 69 54
Web page: http://www.svt.ntnu.no/iso/WP/wp.htm
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:nst:samfok:12512. 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: (Hilde Saxi Gildberg)
If references are entirely missing, you can add them using this form.