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Gibbons, Stephen; Silva, Olmo - 2007

We explore the association between urban density and pupil attainment using three cohorts of pupils in schooling in … environments disadvantage pupils, but because the most disadvantaged pupils with low average attainments attend the most urbanised … schools. To control for this, we exploit changes in urban density faced by pupils during compulsory transition from Primary to …

Persistent link: https://www.econbiz.de/10010268471

Peer effects in European primary schools: evidence from PIRLS

Ammermüller, Andreas; Pischke, Jörn-Steffen - 2006

We estimate peer effects for fourth graders in six European countries. The identification relies on variation across classes within schools. We argue that classes within primary schools are formed roughly randomly with respect to family background. Similar to previous studies, we find sizeable...

Persistent link: https://www.econbiz.de/10010270614

Which School Systems Sort Weaker Students into Smaller Classes? International Evidence

Woessmann, Ludger; West, Martin R. - 2003

We examine whether the sorting of differently achieving students into differently sized classes results in a regressive or compensatory pattern of class sizes for a sample of national school systems. Sorting effects are identified by subtracting the causal effect of class size on performance...

Persistent link: https://www.econbiz.de/10010261900

The impact of family income on child achievement: Evidence from the earned income tax credit

Dahl, Gordon B.; Lochner, Lance - 2012

Past estimates of the effect of family income on child development have often been plagued by endogeneity and measurement error. In this paper, we use an instrumental variables strategy to estimate the causal effect of income on children's math and reading achievement. Our identification derives...

Persistent link: https://www.econbiz.de/10010284026

Does schooling affect health behavior? Evidence from the educational expansion in Western Germany

Jürges, Hendrik; Reinhold, Steffen; Salm, Martin - 2009

During the postwar period German states pursued policies to increase the share of young Germans obtaining a university entrance diploma (Abitur) by building more academic track schools, but the timing of educational expansion differed between states. This creates exogenous variation in the...

Persistent link: https://www.econbiz.de/10010269618

Strategic Parenting, Birth Order and School Performance

Hotz, V. Joseph; Pantano, Juan - 2013

Fueled by new evidence, there has been renewed interest about the effects of birth order on human capital accumulation. The underlying causal mechanisms for such effects remain unsettled. We consider a model in which parents impose more stringent disciplinary environments in response to their...

Persistent link: https://www.econbiz.de/10010329046

The Effect of Age at School Entry on Educational Attainment in Germany

Fertig, Michael; Kluve, Jochen - 2005

Determining the optimal age at which a child should enter school is a controversial topic in education policy. In particular, German policy makers, pedagogues, parents, and teachers have since long discussed whether the traditional, established age of school entry at 6 years remains appropriate....

Persistent link: https://www.econbiz.de/10010262220

The Role of Background Factors for Reading Literacy: Straight National Scores in the PISA 2000 Study

Fertig, Michael; Schmidt, Christoph M. - 2002

Based on the individual-level data of the PISA 2000 study, this note provides a detailed econometric analysis of the way that reading test scores are associated with individual and family background information and with characteristics of the school and class of the 15 to 16 year old respondents...

Persistent link: https://www.econbiz.de/10010262700

Close neighbours matter: neighbourhood effects on early performance at school

Goux, Dominique; Maurin, Eric - 2006

Children's outcomes are strongly correlated with those of their neighbours. The extent to which this is causal is the subject of an extensive literature. An identification problem exists because people with similar characteristics are observed to live in close proximity. Another major difficulty...

Persistent link: https://www.econbiz.de/10010267586

How long do teacher effects persist?

Konstantopoulos, Spyros - 2007

Previous findings from experimental and non-experimental studies have demonstrated that teachers differ in their effectiveness. In addition, evidence from non-experimental studies has indicated that teacher effects can last up to five years. This study used high-quality data from a four-year...

Persistent link: https://www.econbiz.de/10010268240

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