ERIC Number: ED498040
Record Type: Non-Journal
Publication Date: 2007-Mar-23
Pages: 41
Abstractor: Author
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Fundamental Determinants of School Efficiency and Equity: German States as a Microcosm for OECD Countries
Woessmann, Ludger
Program on Education Policy and Governance, Harvard University
Cross-country evidence on student achievement might be hampered by omitted country characteristics such as language or legal differences. This paper uses cross-state variation in Germany, whose sixteen states share the same language and legal system, but pursue different education policies. The same results found previously across countries hold within Germany: Higher mean student performance is associated with central exams, private school operation, and socio-economic background, but not with spending, while higher equality of opportunity is associated with reduced tracking. In a model that pools German states with OECD countries, these fundamental determinants do not differ significantly between the two samples. (Contains 34 footnotes, 7 tables, and 10 figures.) [This report was published by the Program for Education Policy and Governance, Harvard University.]
Descriptors: Foreign Countries, German, Educational Policy, Equal Education, Comparative Education, Cross Cultural Studies, Educational Assessment, Educational Indicators, Policy Analysis, Performance Based Assessment, Predictor Variables, Multiple Regression Analysis, Access to Education, Academic Achievement
Program on Education Policy and Governance. Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu; Web site: http://www.ksg.harvard.edu/pepg/
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
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Language: English
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Authoring Institution: N/A
Identifiers - Location: Germany
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