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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
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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
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Targeting non-cognitive skills to improve cognitive outcomes: evidence from a remedial education intervention
Holmlund, Helena; Silva, Olmo - 2009
a remedial education programme aimed at English secondary school pupils at risk of school exclusion and with worsening … as self-confidence, locus of control, self-esteem and motivation - with the aim of improving pupils' records of … repeated observations on pupils' test scores to control for unobservables that might affect students' outcomes and selection …
Persistent link: https://www.econbiz.de/10010271288
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School responsiveness to quality rankings: An empirical analysis of secondary education in the Netherlands
Koning, Pierre; van der Wiel, Karen - 2010
This paper analyzes the response of secondary schools to changes in their quality ratings. The current analysis is the first to address the impact of quality scores that have been published by a newspaper (Trouw), rather than public interventions. Our research design exploits the substantial...
Persistent link: https://www.econbiz.de/10010277214
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Timing is Everything when Fighting a Pandemic: COVID-19 Mortality in Spain
Amuedo-Dorantes, Catalina; Borra, Cristina; Rivera … - 2020
lockdown. Our results reveal how, relative to regions for which the lockdown arrived 10+ days after the pandemic's outbreak …
Persistent link: https://www.econbiz.de/10012269994
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Can't Leave You Now! Intimate Partner Violence under Forced Coexistence and Economic Uncertainty
Arenas-Arroyo, Esther; Fernández-Kranz, Daniel; … - 2020
With the COVID-19 outbreak imposing stay at home and social distancing policies, warnings about the impact of lockdown … partner violence during the lockdown. Our results indicate that the impact of economic consequences is twice as large as the … impact of lockdown. We also find a large increase of domestic violence when the relative position of the man worsens …
Persistent link: https://www.econbiz.de/10012270248
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Failing to Pull Together: South Africa's Troubled Response to COVID-19
Naudé, Wim; Cameron, Martin - 2020
When South Africa implemented its non-pharmaceutical interventions (NPIs) (its "lockdown") to stem the COVID-19 … pandemic in March 2020, it was hailed as exemplary. By June 2020 however, the lockdown was in disarray: the number of confirmed … than 50,000 businesses, to have government end the lockdown altogether. In this paper we argue that both government and the …
Persistent link: https://www.econbiz.de/10012322448
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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
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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
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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