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Author: Ludger W????mann
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This paper estimates the relationship between family background, school characteristics, and student achievement in primary school in two Latin American countries, Argentina and Colombia, as well as several comparison countries. The database used is the student-level international achievement data of the Progress in International Reading Literacy Study (PIRLS), which tested the reading performance of fourth-grade students in 2001. The nationally representative samples have 3,300 students in Argentina and 5,131 students in Colombia. The emerging general pattern of results is that educational performance is strongly related to students' family background, weakly to some institutional school features, and hardly to schools' resource endowments. In an international perspective, estimated 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 differences between gender performance. Nonnative students and students not speaking Spanish at home have particularly weak performance in both countries. But there are no differences by parental occupation and no positive effects of kindergarten attendance. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation.
Author:
Publisher: World Bank Publications
ISBN: 2005050512
Category :
Languages : en
Pages : 39
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Book Description
Author: Ludger W????mann
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This paper estimates the relationship between family background, school characteristics, and student achievement in primary school in two Latin American countries, Argentina and Colombia, as well as several comparison countries. The database used is the student-level international achievement data of the Progress in International Reading Literacy Study (PIRLS), which tested the reading performance of fourth-grade students in 2001. The nationally representative samples have 3,300 students in Argentina and 5,131 students in Colombia. The emerging general pattern of results is that educational performance is strongly related to students' family background, weakly to some institutional school features, and hardly to schools' resource endowments. In an international perspective, estimated 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 differences between gender performance. Nonnative students and students not speaking Spanish at home have particularly weak performance in both countries. But there are no differences by parental occupation and no positive effects of kindergarten attendance. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation.
Author: Ludger Wössmann
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 48
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Book Description
"This paper estimates the relationship between family background, school characteristics, and student achievement in primary school in two Latin American countries, Argentina and Colombia, as well as several comparison countries. The database used is the student-level international achievement data of the Progress in International Reading Literacy Study (PIRLS), which tested the reading performance of fourth-grade students in 2001. The nationally representative samples have 3,300 students in Argentina and 5,131 students in Colombia. The emerging general pattern of results is that educational performance is strongly related to students' family background, weakly to some institutional school features, and hardly to schools' resource endowments. In an international perspective, estimated 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 differences between gender performance. Nonnative students and students not speaking Spanish at home have particularly weak performance in both countries. But there are no differences by parental occupation and no positive effects of kindergarten attendance. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation. "--World Bank web site.
Author: Ludger Woessmann
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Abstract: This paper 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. Non-native 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
Author:
Publisher: World Bank Publications
ISBN: 7012911344
Category :
Languages : en
Pages : 96
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Book Description
Author: Emma Sorbring
Publisher: Springer Nature
ISBN: 3030282775
Category : Education
Languages : en
Pages : 151
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Book Description
This volume takes an international and multidisciplinary approach to understanding students’ academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students’ academic achievement. The book highlights similarities and differences in education and parenting across these nine countries - all varying widely in socioeconomic and cultural factors that affect schools and families. The volume contributes to greater understanding of links between parenting and academic performance in different cultural groups. It sheds light on how school systems and parenting are embedded in larger cultural settings that have implications for students’ educational experiences and academic achievement. As two of the most important contexts in which children and adolescents spend time, understanding how schools and families jointly contribute to academic achievement holds promise for advancing the international agenda of promoting quality education for all.
Author: Peter Barrett
Publisher: World Bank Publications
ISBN: 1464813787
Category : Education
Languages : en
Pages : 71
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Book Description
'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
Author: Eric A. Hanushek
Publisher: Elsevier
ISBN: 0080961827
Category : Education
Languages : en
Pages : 614
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Book Description
How does education affect economic and social outcomes, and how can it inform public policy?Volume 3 of the Handbooks in the Economics of Education uses newly available high quality data from around the world to address these and other core questions. With the help of new methodological approaches, contributors cover econometric methods and international test score data. They examine the determinants of educational outcomes and issues surrounding teacher salaries and licensure. And reflecting government demands for more evidence-based policies, they take new looks at institutional feaures of school systems. Volume editors Eric A. Hanushek (Stanford), Stephen Machin (University College London) and Ludger Woessmann (Ifo Institute for Economic Research, Munich) draw clear lines between newly emerging research on the economics of education and prior work. In conjunction with Volume 4, they measure our current understanding of educational acquisition and its economic and social effects. - Uses rich data to study issues of high contemporary policy relevance - Demonstrates how education serves as an important determinant of economic and social outcomes - Benefits from the globalization of research in the economics of education
Author: Emiliana Vegas
Publisher: World Bank Publications
ISBN: 0821370839
Category : Education
Languages : en
Pages : 266
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Book Description
Understanding what and how students learn has emerged as a salient issue in Latin America, a region where the majority of children now have access to schools but few students learn the skills they need to succeed. 'Raising Student Learning in Latin America' examines recent advances in our understanding of the policies and programs that affect student learning and provides policy makers with effective options. This volume relies on indicators from national and international assessments of subject matter knowledge plus intermediate learning indicators, such as dropout and completion rates. The first part focuses on the central role of student learning in education. The second part reviews the evidence on factors and policies that affect student learning. The final part addresses policy optons on education quality assurance.
Author: Sue Swaffield
Publisher: Routledge
ISBN: 1351257145
Category : Education
Languages : en
Pages : 202
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Book Description
This collection presents educational assessment research from Latin America, adding to a relatively small but growing body of research considering educational assessment and evaluation issues in this large region. The predominance of Chile reflects its early highly centralized education system, and the fact that it adopted national testing before other Latin American countries. It was also an early participant in international assessment programmes. Other countries have followed the trend of implementing national testing, and to a lesser extent participating in international surveys. The complementary development of technical expertise in quantitative research methods has enabled extensive analysis of the large data sets generated by these testing and assessment programmes. Taken together, the evidence reported provides a means not only of reviewing educational quality issues in Latin America, but also of facilitating comparisons that allow the context specificity of equivalent research conducted in western developed countries to be considered. The chapters in this book were originally published as a special issue of Assessment in Education: Principles, Policy and Practice.
