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Families, Schools, and Primary-School Learning: Evidence for Argentina and Colombia in an International Perspective

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Woessmann, Ludger

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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.
Classification Sociology of Education
Document language English
Publication Year 2009
Page/Pages p. 2645-2665
Journal Applied Economics, 42 (2009) 21
ISSN 1466-4283
Status Postprint; peer reviewed
Licence PEER Licence Agreement (applicable only to documents from PEER project)