Literaturnachweis - Detailanzeige
Autor/inn/en | Hofflinger, Alvaro; von Hippel, Paul T. |
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Titel | Does Achievement Rise Fastest with School Choice, School Resources, or Family Resources? Chile from 2002 to 2013 |
Quelle | In: Sociology of Education, 93 (2020) 2, S.132-152 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Hofflinger, Alvaro) ORCID (von Hippel, Paul T.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0038-0407 |
DOI | 10.1177/0038040719899358 |
Schlagwörter | School Choice; Academic Achievement; Achievement Gains; Mathematics Achievement; Scores; Comparative Analysis; Municipalities; School Districts; Foreign Countries; Educational Policy; Competition; Educational Resources; Institutional Characteristics; Educational History; Family Characteristics; Educational Attainment; Class Size; Longitudinal Studies; Educational Vouchers; Correlation; Elementary Secondary Education; Chile Choice of school; Schulwahl; Schulleistung; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Magistrat; School district; Schulbezirk; Ausland; Politics of education; Bildungspolitik; Wettkampf; Bildungsmittel; History of education; Bildungsgeschichte; Bildungsabschluss; Bildungsgut; Klassengröße; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Educational voucher; Bildungsgutschein; Korrelation |
Abstract | Debates in education policy draw on different theories about how to raise children's achievement. The "school competition" theory holds that achievement rises when students can choose among competing schools. The "school resources" theory holds that achievement rises with schools' resources per student. The "family resources" theory holds that achievement rises as parents become more educated and earn higher incomes. We test all three theories in Chile between 2002 and 2013, when reading and math scores rose by 0.2 to 0.3 standard deviations, as school competition, school resources, and family resources all increased. We compare Chilean municipalities in a difference-in-differences analysis, asking whether test scores rose fastest in municipalities with greater increases in school competition, school resources, or family resources. We find that municipal test scores did not rise with school competition but did rise with family resources (parental education, not income) and, to a smaller extent, with school resources (as measured by class sizes). Results favor the family resource theory, and to a lesser extent the school resource theory, but not the school competition theory. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |