Pupil achievement, school resources and family background.

Autor/inn/en	Hägeland, Torbjorn; Raaum, Oddbjörn; Salvanes, Kjell G.
Institution	Forschungsinstitut zur Zukunft der Arbeit
Titel	Pupil achievement, school resources and family background.
Quelle	Bonn: IZA (2005), 27 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Reihe	Discussion paper / Forschungsinstitut zur Zukunft der Arbeit (Bonn). 1459
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Monographie
Schlagwörter	Bildung; Längsschnittuntersuchung; Soziale Herkunft; Familie; Klassengröße; Lehrer; Lehrerausbildung; Schüler; Schülerleistung; Unterrichtszeit; Datenanalyse; Ausgaben; Qualifikation; Effektivität; Wirkungsforschung; Norwegen
Abstract	Whether increasing resource use in schools has a positive effect on pupil performance has occupied governments, parents and researchers for decades. A main challenge when trying to answer this question is to separate the effects of school resources from the effects of pupils' family background, since resources may be allocated in a compensatory manner, and pupils may sort into schools. [The authors] address these issues using a comprehensive dataset for two cohorts of pupils graduating from lower secondary school in Norway. The dataset is rich in performance measures, resource use variables and family background variables. As performance measures [the authors] use results at age 16 across 11 subjects, and [they] exploit the fact that [they] have both information from results from national exams and from continuous assessment in class. Controlling for family background, [the authors] find a positive but modest effect of resource quantity such as teacher hours per pupil, on pupil achievement. Observable teacher qualifications, within the variation present in lower secondary school in Norway, do not appear to have significant effects on school results. Resource quality as measured by teacher characteristics does not appear to have a significant impact on pupils' marks. [They] find clear evidence of compensating resource allocation and teacher sorting as well as relative setting of marks. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/3