Homework assignment and student achievement in OECD countries
By using data from 16 OECD countries who participated in TIMSS 2007, this paper analyzes the effect of assigning homework on student achievement. The identification rests on within-student variation in homework across subjects in a sample of students who have the same teacher in both mathematics and science. Unobserved teacher and student characteristics are conditioned out of the model by applying a difference-in-difference approach. We find a modest, but statistically significant effect of homework.
Year of publication: |
2011-05-04
|
---|---|
Authors: | Falch, Torberg ; Rønning, Marte |
Institutions: | Institutt for Samfunnsøkonomi, Norges teknisk-naturvitenskaplige universitet (NTNU) |
Saved in:
freely available
Saved in favorites
Similar items by person
-
Financial incentives and study duration in higher education
Gunnes, Trude, (2011)
-
Quasi-experimental estimates of the effect of class size on achievement in Norway
Rønning, Marte, (2008)
-
Property Taxation as a Determinant of School District Efficiency
Rønning, Marte, (2004)
- More ...