Fundamental Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries
By Ludger Woessmann. Social Science Research Network, 2007
144 citations recorded by the source corpus.
Fundamental Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries Cross-country evidence on student achievement might be hampered by omitted country characteristics such as language or legal differences. This paper uses cross-state variation in Germany, whose sixteen states share the same language and legal system, but pursue different education policies. The same results found previously across countries hold within Germany: Higher mean student performance is associated with central exams, private school operation, and socio-economic background, but not with spending, while higher equality of opportunity is associated with reduced tracking. In a model that pools German states with OECD countries, these fundamental determinants do not differ significantly between the two samples. JEL Classification: I28, L38, L33, H52, D02, D63, J24
Subfields: Economics and Econometrics, Education
View Paper: https://www.semanticscholar.org/paper/71f0b8bd3772f9377593b16efc2ed4d363c94c74
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Citations in the corpus
- Was Weber Wrong? A Human Capital Theory of Protestant Economic History (2009, unknown): “; Woessmann, Ludger (2007) : Was Weber wrong?: a human capital theory of protestant economic history, CESifo working paper, No.”
- International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, result): “…research clearly supports the conclusion that school and classroom SES composition are related to achievement gains (Ammermüller, 2005; Bosker & Scheerens, 2004; Brandsma & Knuver, 1989; McEwan, 2003; McPherson & Willms, 1987; Teddlie et al., 2000; Thrupp, 1995; Willms, 1986; Woessman, 2007).”