4 edition of Variation in educational outcomes and policies across countries and of schools within countries found in the catalog.
Variation in educational outcomes and policies across countries and of schools within countries
Richard B. Freeman
"This study examines the variation in educational outcomes across and within countries using the TIMSS mathematics tests. It documents the wide cross-country variation in the level and dispersion of test scores. Countries with the highest test scores are those with the least inequality in scores, which suggests a "virtuous" equity-efficiency trade-off in improving educational outcomes. Analyzing the association of gender, immigrant status, and family background factors with scores, we find large cross-country differences in the relation between those factors and scores"--National Bureau of Economic Research web site.
|Statement||Richard B. Freeman, Stephen Machin, Martina Viarengo|
|Series||NBER working paper no. 16293|
|Contributions||Machin, Stephen, Viarengo, Martina, National Bureau of Economic Research|
|The Physical Object|
|LC Control Number||2010656245|
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Get this from a library. Variation in educational outcomes and policies across countries and of schools within countries. [Richard B Freeman; Stephen Machin; Martina Viarengo; National Bureau of Economic Research.] -- This study examines the variation in educational outcomes across and within countries using the TIMSS mathematics tests.
It documents the wide cross-country variation in the. Variation in educational outcomes and policies across countries and of schools within countries. NBER Working paper series no.
NBER Working paper series no. Cambridge, MA: National Bureau of Economic : Markus Broer, Yifan Bai, Frank Fonseca. A 'read' is counted each time someone views a publication summary (such as the title, abstract, and list of authors), clicks on a figure, or views or downloads the full-text. Improving educational outcomes for poor children 2.
Research has identified substantial variation across teachers in the ability to raise student achievement, both within and across schools. These studies attempt to isolate the value that a teacher adds to student achievement, referred to as “value.
The estimation of education production functions has provided direct evidence about the effectiveness of various educational policies.
Most specifically, the existing analyses that explain differences in student outcomes by the influences of families, peers, and schools strongly indicate Variation in educational outcomes and policies across countries and of schools within countries book the current provision of schooling is very.
Primary and secondary school enrollment rates have increased in all regions of the developing world in the 50 years from toas seen in Table 1.
2 Inprimary school gross enrollment rates (GER) in the OECD countries 3 and in the countries of Eastern Europe and Central Asia (these are the countries and allies of the former Soviet Union) were above or very close to %, and were Cited by: Variation in educational outcomes and policies across countries and of schools within countries book Moreover, the intergenerational transmission of education outcomes is generally strong, with global evidence suggesting it affects around 2 in 5 children on average (closer to 3 in 5 in Latin America), and inequality in educational outcomes are still high, and strongly linked to socio-economic backgrounds worldwide.
These failings matter. Richard Freeman & Stephen Machin & Martina Viarengo, "Variation in Educational Outcomes and Policies Across Countries and of Schools within Countries," CEE Discussion PapersCentre for the Economics of Education, LSE.
Despite the rhetoric of American equality, the school experiences of African-American and other “minority” students in the United States continue to be substantially separate and unequal.
Few Americans realize that the U.S. educational system is one of the most unequal in the industrialized world, and that students routinely receive dramatically different learning opportunities based on Cited by: Secondary school tracking is organized in some countries on a course-by-course basis within schools and in other countries as explicit academic and vocational streaming, often in separate school buildings.
This article is the first to compare these two forms of tracking, using Variation in educational outcomes and policies across countries and of schools within countries book tracking data across the United States and 19 other.
Measuring learning outcomes in a way that enables us to make comparisons across countries and time is difficult. There are several international standardised tests that try to measure learning outcomes in a systematic way across countries; but these tests are relatively new, and they tend to cover only specific geographical areas and skills.
Data from the National Assessment of Educational Progress show that more than 40 percent of the variation in average reading scores and 46. how the structure of schooling – including the grouping of students, segregation of schools, management and financing, school resources, and the instructional climate – influence the quality and equity of educational outcomes.
Drawing on a rich body of educational research, this book File Size: 1MB. Creating Effective Teaching and Learning Environments: First Results from TALIS ExEcutivE summary this publication is the first report from the OEcD’s teaching and Learning international survey (taLis).
it provides quantitative, policy-relevant information on the teaching and File Size: 2MB. schools tended to perform better than their peers across a range of outcomes (W oodward et al., ) while another study found no significant differences in performance for girls (Harker, ).
commensurate benefit to school districts as measured by increases in educational outcomes. A set of studies, mostly undertaken by economists, attempt to assess the rent-seeking proposition by measuring the impact of unions on achievement and other outcomes as the relationship between a simple measure of unionization (e.g., whether orFile Size: KB.
However, educational policies could have indirect effects on students’ out-of-school reading behaviors if educational Variation in instructional practices across countries is much larger than the variation within classes/schools nested within countries.
Despite global concerns regarding physical inactivity, limited cross-national evidence exists to compare adolescents’ physical activity participation. We analysed data from 52 high- and low-middle income countries, with activity undertaken inside and outside of school in We investigated gender and socioeconomic disparities, and additionally examined correlations with country-level Author: David Bann, Shaun Scholes, Meg Fluharty, Nikki Shure.
Neuromyths in Education: Prevalence among Spanish Teachers and an Exploration of Cross-Cultural Variation. The prevalence of the former ranges from to % across countries and the prevalence of the latter ranges from to %, with the only exception of the Netherlands, which shows a lower prevalence.
Cited by: Among his most recent works are Flunking Democracy: Schools, Courts and Civic Participation (U.
of Chicago Press, ); Courts and Kids: Pursuing Education Equity Through the State Courts, (U. Chicago Press, ), and Supplement; Moving Every Child Ahead: From NCLB to Meaningful Educational Opportunity (Teachers College Press, Educational inequality is a central theme in education research due to its strong association with the attainment of educational qualifications and social positions in a society, which more importantly mirrors inequality in a society (Breen and Jonsson ).Ferreira and Gignoux described the difference between two types of inequality (as well as methods for measuring them): (1) inequality of Author: Markus Broer, Yifan Bai, Frank Fonseca.
Econometric Methods for Causal Evaluation of Education Policies and Practices: A Non-Technical Guide* Education policy-makers and practitioners want to know which policies and practices can best achieve their goals.
But research that can inform evidence-based policy often requires complex methods to distinguish causation from accidental. The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in member and non-member nations intended to evaluate educational systems by measuring year-old school pupils' scholastic performance on mathematics, science, and reading.
It was first performed in and then repeated every three iation: PISA. There was great variation in the source and the articulation of the definitions of child maltreatment across the articles reviewed. This was in part due to the diversity of the types of child maltreatment explored, and consequently the more detailed conceptualisations of child Cited by: 6.
transportation within choice-rich cities have not received much attention from policymakers. The student transportation policy decisions cities make can have a substantial impact on school district funding, student health and safety, and student access to different schools (including schools of choice), as well as after-school Size: KB.
People often look at the results of international studies to find out their country’s ranking. But knowing that one country’s 9 year olds scored higher in science than another’s tells us little about what made their achievement possible.
Why do students in one country do better than students. Using a difference-in-differences framework, we estimate the impact of Ramadan on educational outcomes of Muslim students living in a non-Muslim country. For identification we exploit that the number of Ramadan weeks during the course that we study, varies from year to year, ranging from zero to four.
Our main finding is that Ramadan observance. student learning outcomes, making it more of an approach than a fixed testing protocol. Many countries have shown an interest in using EGRA as a springboard to improving reading and have gone on to redesign their professional development programs around Size: KB.
The same data from the Tennessee STAR study that demonstrates long-term effects for class-size reduction produces estimates of much larger effects for variation in teacher quality within. A complex mix of new and old race politics shapes contemporary education policy.
The growing presence of Asian and especially Latino children and parents in multiethnic schools and districts will shape education policy in the 21 st century (Clarke, et. )., but these new actors will act within the contours of the United States’ history Cited by: 4.
Educational outcomes and access to tertiary education in Europe 24 3. DISCRIMINATION AT THE INTERSECTION OF POVERTY, ECONOMIC STATUS, GENDER AND EDUCATION 28 Direct and indirect costs of schooling 28 Economic status, gender and education in higher income countries 29 4.
PERPETUATION OF GENDER INEQUALITIES THROUGH EDUCATIONFile Size: 2MB. Honest thoughts on educational inequality in Ireland In discussing the sources of variation in academic achievement across students, there is a yawning chasm between the contemporary research literature (particularly in the emerging field of geno-economics) and the mainstream media.
I combine multiple data sources—NCTQ teacher evaluation policy reports, the Stanford Education Data Archive, and the School and Staffing Survey—in a novel way to link state-year variation in evaluation policies to outcomes that, theory suggests, should be responsive to these policy changes.
neous across countries, perhaps leading to deeper insights about, say, the interaction between curriculum or teacher training and classroom processes. Fifth, even where within-country variation exists, for example, in the case of pub lic and private schools operating within the.
McNall MA, Lichty LF, Mavis B. The impact of school-based health centers on the health outcomes of middle school and high school students. Am J Public Health ;(9) Ricketts SA, Guernsey BP.
School-based health centers and the decline in black teen fertility during the s in Denver, Colorado. Am J Public Health ;96(9) Abstract: “Mandatory uniform policies have been the focus of recent discourse on public school reform. Proponents of such reform measures emphasize the benefits of student uniforms on specific behavioral and academic outcomes.
Tenth-grade data from The National Educational Longitudinal Study of was used to test empirically the claims. Seen through many metrics, the educational outcomes of Latino students in the state have improved over the past twenty years, but the educational gap between Latino and non-Latino white and Asian students persists.
These reports identify variation in Latino educational outcomes and highlight the disparities that Latino students face. Eric Alan Hanushek (born ) is an economist who has written prolifically on public policy with a special emphasis on the economics of he has been a Paul and Jean Hanna Senior Fellow at the Hoover Institution, an American public policy think tank located at Stanford University in California.
Hanushek advocates using economic analysis to improve student mater: Massachusetts Institute of. The fact that gender gaps favoring girls in reading exist across all developed countries is a potential point in favor of the innate difference theory.
The huge variation in the size of these gaps Author: Sara Mead. noticeable variation in the performance of its government, both across and within its constituent states.
In some areas, the roads are well maintained, the teachers hold class, and seekers of o cial permits are met with only incidental demands for bribes. In others, the roads are morasses four months of the year, schools sit empty for weeks. In many high-performing pdf, consistency is achieved by curriculum or syllabus-based instructional and examination systems, around which everything is aligned.
Others have traditions of regular work among teachers within or across schools to raise the quality and consistency of classroom instruction.
7. Intelligent Accountability.Schleicher and Stewart note that "many countries have shifted away from control over education content download pdf a focus on outcomes" (p.
48). Outcomes-focused standards help to define and measure educational excellence, "make educational objectives transparent to students, and provide a framework for teachers while avoiding the risks of narrowing the.