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What Accounts for International Differences in Student Performance? : A Re-Examination Using PISA Data
Fuchs, Thomas; Woessmann, Ludger - 2004
We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly related to math, science and reading achievement. Our models account...
Persistent link: https://www.econbiz.de/10010262036
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Computers and student learning : bivariate and multivariate evidence on the availability and use of computers at home and at school
Fuchs, Thomas; Woessmann, Ludger - In: Brussels economic review 47 (2004) 3/4, pp. 359-385
Persistent link: https://www.econbiz.de/10003278520
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What accounts for international differences in student performance? : a re-examination using PISA data
Fuchs, Thomas; Woessmann, Ludger - In: Empirical economics : a journal of the Institute for … 32 (2007) 2/3, pp. 433-464
Persistent link: https://www.econbiz.de/10003470237
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Computers and student learning : bivariate and multivariate evidence on the availability and use of computers at home and at school
Fuchs, Thomas; Woessmann, Ludger - 2005
We estimate the relationship between computers and students' educational achievement in the international student-level PISA database. Bivariate analyses show a positive correlation between achievement and computer availability both at home and at school. However, once we control extensively for...
Persistent link: https://www.econbiz.de/10008858481
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Families, schools, and primary-school learning : evidence for Argentina and Colombia in an international perspective
Woffmann, Ludger - 2005
"This paper estimates the relationship between family background, school characteristics, and student achievement in primary school in two Latin American countries, Argentina and Colombia, as well as several comparison countries. The database used is the student-level international achievement...
Persistent link: https://www.econbiz.de/10010522662
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What accounts for international differences in student performance? : a re-examination using PISA data
Fuchs, Thomas; Woessmann, Ludger - In: The economics of education and training, (pp. 209-240). 2008
Persistent link: https://www.econbiz.de/10003733620
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What accounts for international differences in student performance? : a re-examination using PISA data
Fuchs, Thomas; Woessmann, Ludger - 2004
We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly related to math, science and reading achievement. Our models account...
Persistent link: https://www.econbiz.de/10011449993
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Computers and student learning : bivariate and multivariate evidence on the availability and use of computers at home and at school
Fuchs, Thomas; Woessmann, Ludger - 2004
We estimate the relationship between students? educational achievement and the availability and use of computers at home and at school in the international student-level PISA database. Bivariate analyses show a positive correlation between student achievement and the availability of computers...
Persistent link: https://www.econbiz.de/10010261073
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What accounts for international differences in student performance?
Fuchs, Thomas; Woessmann, Ludger - 2004
We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly related to math, science and reading achievement. Our models account...
Persistent link: https://www.econbiz.de/10010261226
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What accounts for international differences in student performance? : a re-examination using PISA data
Fuchs, Thomas (contributor); Woessmann, Ludger (contributor) - 2004 - [Elektronische Ressource]
We use the PISA student-level achievement database to estimate international education production functions. Student characteristics, family backgrounds, home inputs, resources, teachers and institutions are all significantly related to math, science and reading achievement. Our models account...
Persistent link: https://www.econbiz.de/10002351779