Estimating effects of school quality using multiple proxies

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F67985998%3A_____%2F16%3A00459221" target="_blank" >RIV/67985998:_____/16:00459221 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/00216208:11640/16:00468763

Výsledek na webu

<a href="http://dx.doi.org/10.1016/j.labeco.2016.01.005" target="_blank" >http://dx.doi.org/10.1016/j.labeco.2016.01.005</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.labeco.2016.01.005" target="_blank" >10.1016/j.labeco.2016.01.005</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Estimating effects of school quality using multiple proxies

Popis výsledku v původním jazyce

The recent literature on school quality has shown that the school a child attends has significant effects on achievement. However, the literature relating different school characteristics to student achievement has produced mixed results, particularly when using student-level data. Using data from the ECLS-K and a proxy variable model that addresses the problem of measuring school quality, we show that significant effects of teaching and resource quality can be detected from student-level data. We find a significant, positive relationship between school quality and student achievement if school characteristics such as class size and teachers' schooling are treated as noisy measures of school quality. However, this effect is not detected when using models which do not account for measurement error in school quality. Our results suggest that conventional approaches underestimate the effect of school quality by about 50%.

Název v anglickém jazyce

Estimating effects of school quality using multiple proxies

Popis výsledku anglicky

The recent literature on school quality has shown that the school a child attends has significant effects on achievement. However, the literature relating different school characteristics to student achievement has produced mixed results, particularly when using student-level data. Using data from the ECLS-K and a proxy variable model that addresses the problem of measuring school quality, we show that significant effects of teaching and resource quality can be detected from student-level data. We find a significant, positive relationship between school quality and student achievement if school characteristics such as class size and teachers' schooling are treated as noisy measures of school quality. However, this effect is not detected when using models which do not account for measurement error in school quality. Our results suggest that conventional approaches underestimate the effect of school quality by about 50%.

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AH - Ekonomie

OECD FORD obor

—

Projekt

<a href="/cs/project/GBP402%2F12%2FG130" target="_blank" >GBP402/12/G130: Vztahy mezi dovednostmi, vzděláváním a výsledky na trhu práce: longitudinální studie</a><br>

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2016

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Labour Economics

ISSN

0927-5371

e-ISSN

—

Svazek periodika

39

Číslo periodika v rámci svazku

April

Stát vydavatele periodika

NL - Nizozemsko

Počet stran výsledku

10

Strana od-do

1-10

Kód UT WoS článku

000374807100001

EID výsledku v databázi Scopus

2-s2.0-84959318101