School resources and student achievement revisited: new evidence from panel data

Häkkinen, Iida; Kirjavainen, Tanja; Uusitalo, Roope

doi:10.1016/s0272-7757(02)00060-2

Cited by 84 publications

(44 citation statements)

References 6 publications

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“…14 In a study examining the performance of Finnish senior secondary school students for the years 1990-1998, Häkkinen, Kirjavainen and Uusitalo (2003) find that changes in school spending did not have a signficant effect on test scores. this is consistent with the conclusion of Hanushek that there is no systematic evidence that more school resources improve student learning.…”

Section: Possible Hypothesesmentioning

confidence: 99%

High school grades and university performance: A case study

Cyrenne

Chan

2012

Economics of Education Review

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Abstract. A critical issue facing a number of colleges and universities is how to allocate first year places to incoming students. The decision to admit students if often based on a number of factors, but a key statistic is a student's high school grades. This paper reports on a case study of the subsequent performance at the University of Winnipeg of high school students from 84 Manitoba High Schools. By tracking the University performance of a set of students admitted for the years 1997-2002, we are able to estimate the likelihood of success of subsequent students based on their characteristics as well as their high school grades. In doing so, we use a number of alternative estimators including a Least Squares Dummy Variable Model and a Hierarchical Linear Model. The methodology should be of interest to admissions officers at other universities as an input into estimating the subsequent performance of first year students.(JEL L1,L2,L4,L83)

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Section: Possible Hypothesesmentioning

confidence: 99%

High school grades and university performance: A case study

Cyrenne

Chan

2012

Economics of Education Review

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“…There are, in fact, different results for the studies that investigate the relationship between educational resources of schools and academic achievement. Some studies indicate that educational resources of schools do not have an effect on academic achievement of students (Hanushek, 1997;Hanushek & Luque, 2003;Hakkinen et al, 2003). On the other hand, some studies say the exact opposite (Card & Krueger, 1996;Greenwald, Hedges & Laine, 1996).…”

Section: Introducationmentioning

confidence: 99%

The Relationship between Educational Resources of School and Academic Achievement

Savasci¹,

Tomul²

2013

IES

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The educational resources of schools play an important role in order to diminish the effect of socioeconomic features on academic achievement, and create equal opportunities for students. In this sense, it is highly crucial to investigate the relationship between the educational resources of schools and the academic achievement of students. This study aims to determine the relationship between the academic achievement level of 7th grade students and the educational resources of schools. The population of the study was the elementary schools in the province of Burdur in 2007-2008 academic years. Two-stage cluster sampling was conducted in conformity with the aim of the study. First, settlements were chosen with geographical cluster sampling. As settlement, city centers, town centers, small towns and villages were considered in the study.Considering the relationship between the educational resources of the schools and the academic achievement as a whole, there are negative and significant relationships between the SBS scores of the students, and the average service length of the teachers, the lack of qualified science teachers, the lack of qualified Turkish teachers, the lack of the teachers in other courses and the lack of the laboratory technicians. It can be said that there is a relationship between the educational resources and academic achievement. However, this relationship is fairly limited. It is still not possible to say that the educational resources do not have the strength to diminish the effect of the socioeconomic features.

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Section: Critical Thinking and Argumentationmentioning

confidence: 98%

“…The remaining three tests have to be selected from the following subjects: the second national language, a foreign language, mathematics, and one from the general studies test battery in sciences and humanities (The Finnish Matriculation Examination, 2014). Previous research results suggest that success in the matriculation examination is mostly explained by previous academic achievement and parental level of education (Häkkinen, Kirjavainen & Uusitalo, 2003;Kirjavainen, 2012).In Finland, some studies have focused on developing entrance examination tests that measure a broader range of cognitive skills. For example, in the 1990s the examinations for entry to the University of Helsinki medical school introduced new essay tasks measuring synthesis writing and critical thinking (Lindblom-Ylänne et al 1996;1999).…”

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confidence: 99%

University Applicants’ Critical Thinking Skills: The Case of the Finnish Educational Sciences

Utriainen

Marttunen

Kallio

et al. 2016

Scandinavian Journal of Educational Research

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This study investigates the quality of the critical thinking skills of applicants (n=77) seeking entry to the faculty of educational sciences in a Finnish university and how these skills are associated with the applicant's age, previous higher education experience and matriculation and entrance examination scores. The data consist of the applicants' responses to problem-solving tasks and their matriculation and entrance examination scores. Critical thinking skills were measured with comparison and argumentation tasks. The results indicate that comparison of the texts and analysis of the arguments they contained were more difficult tasks than putting forward arguments both for and against of one's personal standpoint. In addition, previous experience of higher education predicted participants' comparison skills and their matriculation examination grades predicted their argumentation skills. The feasibility of using critical comparison tasks in the entrance examination tests is discussed.Keywords: critical thinking, argumentation, entrance examination, academic achievement, higher education 3Critical thinking and well-developed argumentation skills are commonly seen as important from the civic participation perspective (Arum & Roksa, 2011;Kuhn, 2005;Williams, Foster & Krohn, 2008), and are also regarded as key learning outcomes by higher education institutions (Halpern, 2001). Hence it is not surprising that university students' critical thinking skills have been widely studied (e.g., reviews by Pascarella & Terenzini, 2005;Niu, Behar-Horenstein & Garvan, 2013), and also that various definitions of critical thinking have been proposed. For example, Elder and Paul (2010) define critical thinking as a process of assessing and analyzing one's own thinking with the aim of improving it, whereas Ennis (1993) conceptualizes critical thinking as reasonable reflective thinking, aiming at deciding what to believe or not. These definitions highlight the importance of knowledge and its justification in conceptions of critical thinking. Ennis (2008) has labeled views of this kind as epistemic approaches to the conception of critical thinking, since they share the purpose of finding the truth or at least the closest approximation to it. In contrast to this common epistemic element is the claim that there is no unanimous definition of critical thinking (Flores, Matkin, Burbach, Quinn & Harding, 2012). Nevertheless, three common dimensions for critical thinking have been suggested, namely the ability to perform rational and reasonable thinking, the ability to see alternative viewpoints, and the ability to reflect on one's own thinking and its quality (Niu et al., 2013;Flores et al., 2012).Like the definitions of critical thinking, the research results on learning critical thinking skills as an outcome of university studies are also conflicting. In some studies, participation in higher education has been found to develop certain elements of students' critical thinking, that is, the ability to approach problems from various...

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School resources and student achievement revisited: new evidence from panel data

Cited by 84 publications

References 6 publications

High school grades and university performance: A case study

High school grades and university performance: A case study

The Relationship between Educational Resources of School and Academic Achievement

University Applicants’ Critical Thinking Skills: The Case of the Finnish Educational Sciences

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