This paper investigates on the determinants of school performance measured by the average value of students’ tests score (math, reading and science) at school level. PISA data from 2000 to 2012 are used in order to explore this relationship. A multivariate regression is assessed considering the different channels (funds, computers connected to internet, parental education, student teacher ratio, number of girls and ownership) and controlling for time and country fixed effects. The analysis is done both allowing for the total sample and grouping for OECD countries and NO-OECD countries. The most important results show that, considering the all sample and the only OECD countries, school performances are positively driven by the student fees, presence of girls and computers; also the mother’s education plays an important role, while the father’s one is notable only at high level, otherwise is negative. Moreover, differently from that the improvement of the student achievement in NO-OECD countries is encouraged from charity funds, the presence of girls, and the parent’s education level.

The Determinants of Students’ Achievement: a difference between OECD and NO-OECD countries

Cristian Barra;Marinella Boccia
2019-01-01

Abstract

This paper investigates on the determinants of school performance measured by the average value of students’ tests score (math, reading and science) at school level. PISA data from 2000 to 2012 are used in order to explore this relationship. A multivariate regression is assessed considering the different channels (funds, computers connected to internet, parental education, student teacher ratio, number of girls and ownership) and controlling for time and country fixed effects. The analysis is done both allowing for the total sample and grouping for OECD countries and NO-OECD countries. The most important results show that, considering the all sample and the only OECD countries, school performances are positively driven by the student fees, presence of girls and computers; also the mother’s education plays an important role, while the father’s one is notable only at high level, otherwise is negative. Moreover, differently from that the improvement of the student achievement in NO-OECD countries is encouraged from charity funds, the presence of girls, and the parent’s education level.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11386/4731105
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