On the importance of school-based inputs in the production of student achievement: Evidence in a recent Scandinavian context

Anne Brink Nandrup ()
Additional contact information
Anne Brink Nandrup: Aarhus University, Postal: Department of Economics and Business Economics

Nationaløkonomisk tidsskrift, 2017, vol. 2017, issue 1, 22

Abstract: This paper summarises and interprets findings from the recent Scandinavian and international literature on the effects of school inputs in the general framework of a production function for cognitive achievement. Although the literature previously has been somewhat inconclusive, evidence using improved methodology and research designs largely supports an emerging consensus that direct school-based inputs may be adjusted to improve student achievement. Simultaneously, a growing body of research finds that parents respond to changes in school inputs, which may crowd-out the effect of additional school resources.

Keywords: Knowledge production function; Instruction time; Class size; Teacher aide; Parental response; School resources (search for similar items in EconPapers)
JEL-codes: D01 H52 I20 I28 (search for similar items in EconPapers)
Date: 2017
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.xn--nt-lka.dk/files/2017/article/2017_1_4.pdf Full text (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:hhs:jdaecn:0020

Access Statistics for this article

Nationaløkonomisk tidsskrift is currently edited by Jan Rose Skaksen

More articles in Nationaløkonomisk tidsskrift from Nationaløkonomisk Forening Contact information at EDIRC.
Bibliographic data for series maintained by Lasse Wolsgård ( this e-mail address is bad, please contact ).