Do Students Care about School Quality? Determinants of Dropout Behavior in Developing Countries

Hanushek, Eric A.; Lavy, Victor; Hitomi, Kohtaro

doi:10.1086/529446

Cited by 115 publications

(34 citation statements)

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“…Second, using data from the international student achievement tests, empirical growth research documents a significant impact of the quality of education on economic growth (Hanushek and Kimko (2000); Jamison, Jamison, and Hanushek (2007)). Moreover, Hanushek and Hitomi (2008) provide evidence t hat educational quality is closely related to school attainment in the developing countries.…”

Section: Introductionmentioning

confidence: 98%

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Semiparametric decomposition of the gender achievement gap: An application for Turkey

Gevrek

Seiberlich

2014

Labour Economics

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Using the data from the 2006 Programme for International Student Assessment (PISA), this study sheds light on the gender gap in mathematics and science achievement of 15-year-olds in Turkey. We apply a semiparametric Oaxaca-Blinder (OB) decomposition to investigate the gap. This technique relaxes the parametric assumptions of the standard OB decomposition, accounts for the possible violation of the common support assumption and allows us to explore the gender test score gap not only at the mean but also across the entire distribution of test scores. Our findings provide evidence that the failure to recognize the common support problem leads to the underestimation of the part of the gap attributable to observable characteristics. We find that girls outperform boys in science while the gap is not statistically significant in math. School characteristics are the most important observable characteristics in explaining the gap. We also find that the gender test score gap changes across the distribution.

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Section: Introductionmentioning

confidence: 98%

“…First, the recent research on the economic impact of human capital investment underlines the prime importance of educational quality over pure schooling attainment (Hanushek (2008)) . Social scientists use international tests of students' performance in cognitive skills such a.s mathematics and science as a proxy for education quality.…”

Section: Introductionmentioning

confidence: 99%

Semiparametric decomposition of the gender achievement gap: An application for Turkey

Gevrek

Seiberlich

2014

Labour Economics

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“…2 For general discussions of these issues, see Hanushek (2002) and Hanushek and Woessmann (2008). For the quality-attainment relationship, see Hanushek, Lavy, and Hitomi (2008). 3 For an evaluation of alternative approaches to estimation of returns to schooling, see Card (1999Card ( , 2001.…”

Section: Introductionmentioning

confidence: 99%

The Economics of International Differences in Educational Achievement

2010

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. www.econstor.eu The cross-country comparative approach provides a number of unique advantages over national studies: It can exploit institutional variation that does not exist within countries; draw on much larger variation than usually available within any country; reveal whether any result is country-specific or more general; test whether effects are systematically heterogeneous in different settings; circumvent selection issues that plague within-country identification by using system-level aggregated measures; and uncover general-equilibrium effects that often elude studies in a single country. The advantages come at the price of concerns about the limited number of country observations, the cross-sectional character of most available achievement data, and possible bias from unobserved country factors like culture. This chapter reviews the economic literature on international differences in educational achievement, restricting itself to comparative analyses that are not possible within single countries and placing particular emphasis on studies trying to address key issues of empirical identification. While quantitative input measures show little impact, several measures of institutional structures and of the quality of the teaching force can account for significant portions of the large international differences in the level and equity of student achievement. Variations in skills measured by the international tests are in turn strongly related to individual labor-market outcomes and, perhaps more importantly, to cross-country variations in economic growth. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E SJEL Classification: I20, O40, O15, H40, H52, J24, J31, P50

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“…Research on school drop-out rates in other countries identifies five sets of factors: school-related factors (schools failing to adapt to the needs of low achievers, inadequate academic and social organisation of schools, etc., Hanushek et al, 2006); student-related factors (lower motivation, disruptive behaviour, lower ability, etc. ; Eckstein and Wolpin, 1999); family related factors, either social (unstable family situation, lack of family support, poor education of parents, etc.…”

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confidence: 99%

Towards better Schools and more Equal Opportunities for Learning in Italy

Boarini

2009

OECD Economics Department Working Papers

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Compulsory school education in Italy produces poor results in terms of 15-year olds' performance on PISA tests, compared with other OECD countries, despite a relatively high level of expenditure. While the influence of social background is smaller than in many OECD countries, it is largely transmitted through a kind of self-segregation resulting from family choices among the different types of upper secondary school. Large differences in pupils' performance between regions cannot be explained by the quantity of resources available; separating the influence of socio-economic conditions from school efficiency is difficult and must be treated carefully in plans for extending fiscal federalism. The Italian government is rightly concerned to get better value for money and this chapter argues that policies to improve the information available to schools and teachers on the results they are achieving, while giving them appropriate incentives, responsibility and power to respond to such information, are necessary accompaniments to expenditure-saving policies. An improved focus on good quality training, both for new recruits and experienced teachers, and recruitment procedures themselves, should also pay dividends on efficiency. This Working Paper relates to the 2009 Economic Survey of Italy. (www.oecd.org/eco/surveys/Italy)JEL classification :I21; I28 Key words : education; school outcomes; Italy; PISA data; fiscal federalism ***************************************************** Améliorer l'école et l'égalité d'accès à l'éducation en ItaliePar rapport aux autres pays de l'OCDE, les résultats des tests PISA des élèves italiens de 15 ans sont médiocres, et ce, malgré des dépenses d'éducation relativement élevées. Si l'incidence du milieu social est moindre que dans de nombreux autres pays membres, elle passe essentiellement par une sorte d'autodiscrimination résultant du choix des familles entre les différents types d'établissements secondaires du deuxième cycle. L'importance des écarts de résultats scolaires entre les régions ne peut s'expliquer par le volume des ressources disponibles. Il est difficile de faire la distinction entre l'impact des conditions socioéconomiques et l'efficience des établissements, et cela doit être étudié avec soin dans le cadre des projets d'extension du fédéralisme fiscal. Le gouvernement italien souhaite, à juste titre, optimiser les dépenses publiques et le présent chapitre défend l'idée selon laquelle des mesures visant à améliorer les informations à disposition des établissements scolaires et des enseignants concernant leurs résultats -tout en leur apportant les incitations, les responsabilités et les pouvoirs nécessaires pour agir en fonction de ces résultats -doivent accompagner les mesures d'économies budgétaires. Une attention plus grande accordée à une formation de qualité pour les enseignants, qu'il s'agisse des nouvelles recrues comme des enseignants chevronnés, ainsi qu'aux procédures de recrutement elles-mêmes, devrait également favoriser l'efficience.Ce document de travail se r...

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Do Students Care about School Quality? Determinants of Dropout Behavior in Developing Countries

Cited by 115 publications

References 55 publications

Semiparametric decomposition of the gender achievement gap: An application for Turkey

Semiparametric decomposition of the gender achievement gap: An application for Turkey

The Economics of International Differences in Educational Achievement

Towards better Schools and more Equal Opportunities for Learning in Italy

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