Families, schools and primary-school learning: evidence for Argentina and Colombia in an international perspective

Ludger Wossmann
Authors registered in the RePEc Author Service: Ludger Woessmann

Applied Economics, 2010, vol. 42, issue 21, 2645-2665

Abstract: This article presents evidence on the associations between family background, school characteristics and student performance in primary school in Argentina, Colombia and several comparison countries. As a general pattern, educational performance is strongly related to family background, weakly to some institutional school features and hardly to schools' resource endowments. In an international perspective, family-background effects are relatively large in Argentina, and relatively small in Colombia. A specific Argentine feature is the lack of performance differences between rural and urban areas. A specific Colombian feature is the lack of significant between-gender performance differences. Nonnative students and students not speaking Spanish at home perform particularly weak in both countries. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation.

Date: 2010
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Citations: View citations in EconPapers (6)

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Related works:
Working Paper: Families, schools and primary-school learning: Evidence for Argentina and Colombia in an international perspective (2010)
Working Paper: Families, schools, and primary-school learning: evidence for Argentina and Colombia in an international perspective (2005)
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DOI: 10.1080/00036840801964617

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