Why does academic achievement vary across countries? Evidence from Cuba and Mexico

McEwan, Patrick J.; Marshall, Jeffery H.

doi:10.1080/0964529042000258572

Cited by 36 publications

(20 citation statements)

References 19 publications

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“…Ammermüller (2007) uses student achievement data in Germany and Finland from PISA 2003 to explain the gap between these countries. McEwan and Marshall (2004) use the decomposition method to explain the achievement gap between Cuba and Mexico. Finally, Hernandez-Zavala et al (2006) use data from Guatemala, Peru, and Mexico to explain the achievement gap between indigenous and non-indigenous students in Latin America.…”

Section: Literature Reviewmentioning

confidence: 99%

Decomposing achievement gaps among OECD countries

Zhang

Lee

2011

Asia Pacific Educ. Rev.

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In this study, we use decomposition methods on PISA 2006 data to compare student academic performance across OECD countries. We first establish an empirical model to explain the variation in academic performance across individuals, and then use the Oaxaca-Blinder decomposition method to decompose the achievement gap between each of the OECD countries and the OECD average. Results indicate that the explained portion of the achievement gap varies across countries. In some countries, our empirical models are able to account for almost all the achievement gap, while unexplained country-specific effects still dominate in other countries. Finally, we use two Asian countries, Japan and Korea, to demonstrate how to identify major factors that have contributed to the observed achievement gap across countries.

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Section: Literature Reviewmentioning

confidence: 99%

Decomposing achievement gaps among OECD countries

Zhang

Lee

2011

Asia Pacific Educ. Rev.

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“…Some attempts have been made to distinguish these components in the gap between countries (McEwan and Marshall 2004;Ammermueller 2007) and schools (Krieg and Storer 2006). No study making this distinction, to the best of my knowledge, has been conducted on the Black-White test score gap in the distribution as well as at the mean, however.…”

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confidence: 96%

The dynamics of the evolution of the Black–White test score gap

Sohn

2012

Education Economics

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“…They exploit crosscountry variation in truancy regulations to identify exogenous variation in the opportunity cost of children's time in a cross-country instrumental variable model. McEwan and Marshall (2004) and Ammermueller (2007) perform decomposition analyses of the variation between two countries to estimate the extent that family-background measures can account for achievement difference between Cuba and Mexico and between Finland and Germany, respectively.…”

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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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Why does academic achievement vary across countries? Evidence from Cuba and Mexico

Cited by 36 publications

References 19 publications

Decomposing achievement gaps among OECD countries

Decomposing achievement gaps among OECD countries

The dynamics of the evolution of the Black–White test score gap

The Economics of International Differences in Educational Achievement

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