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Specifying Human Capital: A Review, Some Extensions, and Development Effects

Wößmann, Ludger - 2000

A review of the measures of the stock of human capital used in empirical growth research reveals that human capital is mostly poorly proxied. The simple use of the most common proxy, average years of schooling of the working-age population, misspecifies the relationship between education and the...

Persistent link: https://www.econbiz.de/10010260445

Which School Systems Sort Weaker Students into Smaller Classes? International Evidence

West, Martin R.; Wößmann, Ludger - 2003

We examine whether the sorting of differently achieving students into differently sized classes results in a regressive … rather than teachers assign students to classrooms. …

Persistent link: https://www.econbiz.de/10010260550

Bildungsindikatoren im internationalen Vergleich: Bestandsaufnahme und kritische Würdigung

Pfeiffer, Friedhelm; Anger, Christina; Fitzenberger, Bernd - 2015

Das Projekt erarbeitete eine Bestandsaufnahme und kritische Diskussion gängiger Bildungsindikatoren im internationalen Vergleich aus interdisziplinärer und bildungsökonomischer Sicht. Im Fokus standen OECD-Indikatoren zu Bildungsabschlüssen, zu Schüler- und Erwachsenenkompetenzen (PISA,...

Persistent link: https://www.econbiz.de/10011390419

New Evidence on the Missing Resource-Performance Link in Education

Wößmann, Ludger - 2001

New evidence confirms the conclusion of former surveys that the link between school resources and student performance is generally missing in educational production. While the conventional within-country cross-section evidence remains controversial, recent contributions which control for...

Persistent link: https://www.econbiz.de/10010260458

Class-Size Effects in School Systems Around the World: Evidence from Between-Grade Variation in TIMSS

West, Martin R.; Wößmann, Ludger - 2002

biased in most school systems by within- and between-school sorting of students. Differences in our estimates across …

Persistent link: https://www.econbiz.de/10010260490

Schooling Resources, Educational Institutions, and Student Performance: The International Evidence

Wößmann, Ludger - 2000

more than 260,000 students from 39 countries reveals that positive effects on student performance stem from centralized …

Persistent link: https://www.econbiz.de/10010260634

The decline of schooling productivity in OECD countries

Gundlach, Erich; Wößmann, Ludger; Gmelin, Jens - 2000

Based on Baumol’s cost-disease model, we develop two alternative measures of the change in the productivity of schooling. Both productivity measures are based on changes in the relative price of schooling. We find that in most OECD countries the price of schooling has increased faster in...

Persistent link: https://www.econbiz.de/10010265438

Fundamental determinants of school efficiency and equity: German states as a microcosm for OECD countries

Wößmann, Ludger - 2007

Cross-country evidence on student achievement might be hampered by omitted country characteristics such as language or legal differences. This paper uses cross-state variation in Germany, whose sixteen states share the same language and legal system, but pursue different education policies. The...

Persistent link: https://www.econbiz.de/10010268363

Every catholic child in a catholic school: historical resistance to state schooling, contemporary private competition, and student achievement across countries

West, Martin R.; Wößmann, Ludger - 2008

Nineteenth-Century Catholic doctrine strongly opposed state schooling. We show that countries with larger shares of Catholics in 1900 (but without a Catholic state religion) tend to have larger shares of privately operated schools even today. We use this historical pattern as a natural...

Persistent link: https://www.econbiz.de/10010269029

Central Exams Improve Educational Performance: International Evidence

Wößmann, Ludger - 2002

, schools, administrators, and parents. Using an international micro database of nearly half a million students, this paper … world on how to improve the educational achievement of students. The empirical evidence suggests that central exams help to … achieve higher student performance. Central exams direct the incentives of all educational actors towards furthering students …

Persistent link: https://www.econbiz.de/10010295208