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Institutional determinants of student achievement : microeconometric evidence
Link, Susanne - 2013
This volume was prepared by Susanne Link during her stay at the Ludwig-Maximilians-University of Munich and the Department of Human Capital and Innovation of the Ifo Institute of Economic Research. It was accepted as a doctoral thesis by the Economics Departure of the University of Munich in...
Persistent link: https://www.econbiz.de/10011744092
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Is ability tracking (really) responsible for educational inequalities in achievement? : a comparison between the country states Bavaria and Hesse in Germany
Esser, Hartmut; Relikowski, Ilona - 2015
specify the preconditions for identifying the effects of ability tracking. These include considering the school level as well … as cognitive abilities prior to ability tracking at the end of elementary school. Both conditions aren't included in … on cognitive abilities in the institutional sorting at the end of primary school and no other appropriate data set to …
Persistent link: https://www.econbiz.de/10010529428
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Central Exams as the "Currency" of School Systems: International Evidence on the Complementarity of School Autonomy and Central Exams
Woessmann, Ludger - In: CESifo DICE Report 01 (2003) 4, pp. 46-56
Persistent link: https://www.econbiz.de/10011696455
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Central Exams as the "Currency" of School Systems: International Evidence on the Complementarity of School Autonomy and Central Exams
Woessmann, Ludger - In: CESifo DICE Report 1 (2003) 4, pp. 46-56
Persistent link: https://www.econbiz.de/10005037367
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Changes in inequality of educational opportunity : the long-term development in Germany
Blossfeld, Pia Nicoletta - 2018
Persistent link: https://www.econbiz.de/10011864412
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Nationale Standards in der ökonomischen Bildung?
Müller, Christian - In: Zeitschrift für Berufs- und Wirtschaftspädagogik : ZBW 104 (2008) 3, pp. 385-406
Persistent link: https://www.econbiz.de/10003772129
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The impact of student diversity in secondary schools : an analysis of the international PISA data and implications for the German education system
Michaelowa, Katharina; Bourdon, Jean - 2006
While increased heterogeneity in schools (diversity) leads to reduced segregation and greater equity for students from different family backgrounds, it is often expected to have a negative impact on overall performance, and on student well-being and motivation. In this study, neither...
Persistent link: https://www.econbiz.de/10009162359
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Das deutsche Schulsystem: am Abrgund oder im Aufschwung? : Daten, Analysen und Vorschläge
Boger, Horst Wolfgang - 2005
Persistent link: https://www.econbiz.de/10003115993
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Does class size matter for school tracking outcomes after elementary school? : quasi-experimental evidence using administrative panel data from Germany
Argaw, Bethlehem Asres; Puhani, Patrick A. - 2017
causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the … tracked into more or less academic middle school types at about age ten based, to a large extent, on academic achievement in … elementary school. We mostly find no or small effects of class size in elementary school on receiving a recommendation or on the …
Persistent link: https://www.econbiz.de/10012129878
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Does class size matter for school tracking outcomes after elementary school? : quasi-experimental evidence using administrative panel data from Germany
Argaw, Bethlehem A.; Puhani, Patrick A. - 2017
causal effect of class size on school tracking outcomes after elementary school. Our identification strategy relies on the … tracked into more or less academic middle school types at about age ten based, to a large extent, on academic achievement in … elementary school. We mostly find no or small effects of class size in elementary school on receiving a recommendation or on the …
Persistent link: https://www.econbiz.de/10011775947