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Peer effects in European primary schools: evidence from pirls
Ammermüller, Andreas; Pischke, Jörn-Steffen - 2006
Persistent link: https://www.econbiz.de/10003321553
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Peer effects in European primary schools : evidence from PIRLS
Ammermüller, Andreas (contributor);  … - 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/10003309274
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Peer effects in European primary schools : evidence from PIRLS
Ammermüller, Andreas (contributor);  … - 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/10003314712
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Peer effects in European primary schools : evidence from pirls
Ammermüller, Andreas; Pischke, Jörn-Steffen - 2006
analysis covers six European countries, Germany, France, Iceland, the Netherlands, Norway, and Sweden. Peer effects are of … Study (PIRLS) for fourth graders. Our analysis covers six European countries, Germany, France, Iceland, the Netherlands … all European countries with a sufficient number of schools with at least two classes. These are France, Germany, Iceland …
Persistent link: https://www.econbiz.de/10003330629
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The impact of all-day schools on student achievement : evidence from extending school days in German primary schools
Seidlitz, Arnim; Zierow, Larissa - 2020
This paper studies the effect of longer school days - induced by voluntary all-day programs in German primary schools - on school performance. We combine data from the National Educational Panel Study covering 5771 primary school students with municipality-level information on all-day school...
Persistent link: https://www.econbiz.de/10012299552
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Cross-national surveys of learning achievement : how robust are the findings?
Brown, Giorgina; Micklewright, John; Schnepf, Sylke V.; … - 2005
International surveys of learning achievement and functional literacy are increasingly common. We consider two aspects of the robustness of their results. First, we compare results from four surveys: TIMSS, PISA, PIRLS and IALS. This contrasts with the standard approach which is to analyse a...
Persistent link: https://www.econbiz.de/10003011506
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Who benefits from homework assignments?
Rønning, Marte (contributor) - 2008
Persistent link: https://www.econbiz.de/10003779672
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Are student absences worth the worry in US primary schools?
Gershenson, Seth; Jacknowitz, Alison; Brannegan, Andrew - 2015
Student absences are a potentially important, yet understudied, input in the educational process. Using longitudinal data from a nationally-representative survey and rich administrative records from North Carolina, we investigate the relationship between student absences and academic...
Persistent link: https://www.econbiz.de/10011407798
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How does reducing the intensity of tracking affect student achievement? : evidence from German state reforms
Piopiunik, Marc - 2021
To investigate the effects of reducing the intensity of tracking, this study exploits reforms across German states which combined the two lower secondary school tracks, sometimes additionally offering the possibility to acquire a university entrance qualification. Using a...
Persistent link: https://www.econbiz.de/10012599122
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The short-term effects of school consolidation on student achievement : evidence of disruption?
Beuchert-Pedersen, Louise Voldby; Humlum, Maria Knoth; … - 2016
We exploit variation stemming from school consolidations in Denmark from 2010- 2011 to analyze the impact on student achievement as measured by test scores. For each student we observe enrollment and test scores one year prior to school consolidation and up to four years after. We find that...
Persistent link: https://www.econbiz.de/10011531954