Schooling and the formation of cognitive and non-cognitive outcomes.

Autor/in	Lüdemann, Elke
Titel	Schooling and the formation of cognitive and non-cognitive outcomes.
Quelle	München: ifo Inst. f. Wirtschaftsforschung (2011), IX, 173 S.Verfügbarkeit Zugl.: München, Univ., Diss., 2011.
Reihe	ifo Beiträge zur Wirtschaftsforschung. 39
Beigaben	grafische Darstellungen; Literaturangaben S. 159-173
Zusatzinformation	Inhaltsverzeichnis
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	3-88512-517-X; 978-3-88512-517-4
Schlagwörter	Bildung; Sekundäranalyse; Bildungschance; Chancengleichheit; Identität; Kognitive Kompetenz; Selbstständigkeit; Bildungsökonomie; Bildungsertrag; Schule; Gegliedertes Schulsystem; Schüler; Abschlussprüfung; Bildungsabschluss; Leistungsbeurteilung; Schülerleistung; Zentralabitur; Zweite Generation; Peer Group; Datenanalyse; Migrationshintergrund; Berufswahl; Unternehmer; Internationaler Vergleich; Einflussfaktor; Hochschulschrift; Rechenschaftslegung; Bildungseinrichtung; PISA (Programme for International Student Assessment); Deutschland
Abstract	The subject of this study is a micro econometric analysis of how schooling contributes to the formation of students' cognitive and non-cognitive outcomes. The main emphasis is on investigating the role of educational institutions in the formation of students' cognitive and non-cognitive skills. Besides that, the role of school peers in the formation of occupational intentions is investigated. The analyses employ micro data from international large-scale educational assessments such as PISA and PIRLS in a multivariate framework. Following an introductory chapter, the datasets are introduccd and different aspects of the estimation strategy are discussed. Chapters 2 to 4 investigate the role of different aspects of school accountability in the formation of students' cognitive and non-cognitive skills. Chapters 2 and 3 investigate this topic from an international perspective. Chapter 4 investigates the short-run effects of a national education policy reform towards increased school accountability - namely the introduction of central exit examinations - in several German states. Chapter 5 analyzes the role of early educational tracking for second-generation immigrants' performance in terms of education and labor market outcomes. Chapter 6 shifts the focus from an investigation of the role of institutions to an investigation of the role of peers at school in the formation of entrepreneurial intentions. Finally, the study concludes with a summary of the main findings and policy implications, as well as perspectives for future research. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2012/2