How much of the variation in literacy and numeracy can be explained by school performance?

Andrew Leigh and Hector Thompson
Additional contact information
Hector Thompson: Treasury, Government of Australia

Economic Roundup, 2008, issue 3, 63-78

Abstract: Family background is known to have a substantial impact on students' literacy and numeracy results. This raises questions about whether any of the remaining differences in results are due to school performance — or whether they are merely due to random noise. This article reviews research from the OECD's Programme for International Student Assessment (PISA) study, based on student-level analysis. It then presents new evidence based on publicly reported school-level data from Western Australia. Combining test results with data on schools’ socioeconomic characteristics, this study estimates the degree to which some schools outperform those with similar characteristics. On a 'like schools' basis, school differences are shown to be persistent across subjects, grades and years.

Keywords: demographics; education; PISA; Programme for International Student Assessment; socioeconomic conditions (search for similar items in EconPapers)
JEL-codes: H52 H75 I21 (search for similar items in EconPapers)
Date: 2008
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
http://archive.treasury.gov.au/documents/1421/PDF/ ... hool_Performance.pdf (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:tsy:journl:journl_tsy_er_2008_3_3

Access Statistics for this article

More articles in Economic Roundup from The Treasury, Australian Government Contact information at EDIRC.
Bibliographic data for series maintained by The Treasury (Commonwealth of Australia) ().