Ursachenkomplexe der PISA-Ergebnisse. Untersuchungen auf Basis internationaler Mikrodaten.

Autor/in	Wößmann, Ludger
Titel	Ursachenkomplexe der PISA-Ergebnisse. Untersuchungen auf Basis internationaler Mikrodaten.
Quelle	In: Tertium comparationis, 11 (2005) 2, S. 152-176Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	deutsch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0947-9732
URN	urn:nbn:de:0111-opus-29607
Schlagwörter	Multivariate Analyse; Autonomie; Soziale Herkunft; Familie; Computernutzung; Autonomie; Familie; Multivariate Analyse; Schüler; Schule; Wettbewerb; Internationaler Vergleich; Soziale Herkunft; Datenanalyse; Schulerfolg; Abschlussprüfung; Leistungsmessung; Schule; Schulsystem; Schüler; Abschlussprüfung; Schulerfolg; Schülerleistung; Lernbedingungen; Datenanalyse; Wettbewerb; Internationaler Vergleich; Einflussfaktor; Leistungsmessung; Zentralisierung; PISA (Programme for International Student Assessment)
Abstract	The paper estimates the correlates of student performance across countries using student-level data from the PISA-2000 study. There is a substantial relationship of international student performance in math, science, and reading with institutional features. In particular, there are positive associations with accountability through external exit exams, school autonomy in personnel-management and process decisions, and private operation of schools. By contrast, there is no positive association with private school funding, and a negative association with autonomy in areas with scope for decentralized opportunistic behavior. Student performance shows a positive relationship with school autonomy particularly where external exit exams are in place, highlighting the role of external exams as 'currency' of school systems. Positive associations of student performance with resource endowments of schools are mainly related to resource quality. While there is a strong association with family background, computer availability at home shows even a negative relationship with student performance on basic skills, after holding other effects constant. The explanatory power of the model between countries is remarkable. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2006/5