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

[Zeitschriftenartikel]

Woessmann, Ludger

Zitationshinweis

Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-242262

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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.
Klassifikation Bildungs- und Erziehungssoziologie
Sprache Dokument Englisch
Publikationsjahr 2009
Seitenangabe S. 2645-2665
Zeitschriftentitel Applied Economics, 42 (2009) 21
DOI http://dx.doi.org/10.1080/00036840801964617
ISSN 1466-4283
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)
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