Title

Institutional Arrangements in Educational Systems and Student Achievement: A Cross-National Analysis

Document Type

Article

Publication Date

10-2009

Publication Source

Empirical Economics

Abstract

Given the lack of evidence supporting the view that variation in observable educational inputs affects student achievement, many policymakers and researchers have tried to unearth the salient determinants of student learning. To that end, several recent studies have made use of international data on student achievement to assess the role played by institutional arrangements within the educational system. We revisit this literature using the 1999 TIMSS data—covering over 100,000 students from 22 countries—to analyze the association between different institutional arrangements and the distributions of science and math test scores. The results yield a number of interesting conclusions, as well as highlight the gains to analyzing student achievement within a distributional framework.

Inclusive pages

329-381

ISBN/ISSN

0377-7332

Publisher

Springer

Volume

37

Issue

2

Peer Reviewed

yes