Educational Opportunities and the Role of Institutions
By Andreas Ammermüller. 2005
193 citations recorded by the source corpus.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/961035b7f749a51cc3453328a2e317c9a6cf5961
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Citations in the corpus
- Education and mobility (2008, background): “I also include the same control variables as the ones proposed for regressions (1) to (3).”
- Achievement Inequality and the Institutional Structure of Educational Systems: A Comparative Perspective (2010, unknown): “Ammermüller (2005) has conducted a DiD approach to study inequality of educational opportunity for 14 countries using PIRLS (2001) and PISA (2000) data.”
- Education Policy and Equality of Opportunity (2008, unknown): “By restricting the analysis to this differences-in-differences framework, the student-level analyses of Ammermüller (2005) and Waldinger (2006) are left with very limited country-level observations, which severely limits statistical inference relative to our 54- country sample.”
- Peer Effects in European Primary Schools: Evidence from Pirls (2006, unknown): “9 family background variables in the Third International Math and Science Study (TIMSS) and Ammermueller (2005) in PIRLS and the Programme for International Student Assessment (PISA) data.”
- International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, unknown): “International 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;…”
- Age of selection counts: a cross-country analysis of educational institutions (2009, background): “This understanding of the inequality of opportunity is in accordance with that of the OECD (2004c) and that of other authors (e.g., Ammermüller, 2005; Wössmann, 2004).”
- Does School Tracking Affect Equality of Opportunity? New International Evidence (2007, unknown): “Ammermüller (2005) considers four potential sources of inequality in student performance: the number of school tracks available at 9th grade, annual instruction time, the share of students in private schooling and school autonomy (only available for cross-section analysis in PISA).”
- An International Comparison of Achievement Inequality in Within- and Between-School Tracking Systems (2014, background): “…as the SES “gradient” (the coefficient of SES in a linear regression predicting achievement), and many authors find that gradients are steeper in academic/ vocational streaming countries (Ammermüller 2005; Brunello and Checchi 2007; Duru-Bellat and Suchaut 2005; Marks 2005; Schütz et al. 2008).”
- Gendered study choice: a literature review. A review of theory and research into the unequal representation of male and female students in mathematics, science, and technology (2013, background): “…class size, regulation of the length of the school day, late ability tracking, higher educational spending, and the existence of bursary systems (Ammermüller, 2005; Brunello & Checchi, 2007; Ceci & Williams, 2011; Hanushek & Wöβmann, 2006; Schütz, Ursprung, & Wöβmann, 2008; Schütz & Wöβmann,…”
- Educational institutions and the integration of migrants (2011, methodology): “Very similar approaches were used by Hanushek and Wosmann (2005), Schutz et al. (2008), and Ammermuller (2005) .”