Linkages Between Performance and Institutions in the Primary and Secondary Education Sector. OECD Economics Department Working Papers, No. 558

Autor/inn/en	Sutherland, Douglas; Price, Robert
Institution	Organisation for Economic Cooperation and Development
Titel	Linkages Between Performance and Institutions in the Primary and Secondary Education Sector. OECD Economics Department Working Papers, No. 558
Quelle	(2007), (47 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
DOI	10.1787/170826717775
Schlagwörter	Quantitative Daten; Educational Attainment; Foreign Countries; Educational Finance; Questionnaires; Educational Policy; Comparative Analysis; Educational Assessment; Educational Indicators; Predictor Variables; Regression (Statistics); Academic Achievement; Secondary Education; Elementary Education; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Ausland; Bildungsfonds; Fragebogen; Politics of education; Bildungspolitik; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Prädiktor; Regression; Regressionsanalyse; Schulleistung; Sekundarbereich; Elementarunterricht
Abstract	The efficiency of schools diverges dramatically across countries in the OECD and can also vary markedly within countries. These differences in levels of efficiency can be traced to policy and institutional settings. As such, moving to best practice could boost educational attainment and reduce pressure on budgetary resources. This paper assesses empirically the relationship between institutional and policy settings and the efficiency of public spending on primary and secondary education across OECD countries. The analysis builds on two previous papers, which respectively developed OECD-area indicators of educational efficiency based on PISA score data and institutional indicators based on questionnaire responses. The results identify a number of institutional and policy settings that appear conducive to raising efficiency, as well as policies that appear to be detrimental to achieving higher levels of efficiency. (A bibliography is included. Supplementary Results are annexed. Contains 32 footnotes, 7 figures, 3 boxes and 23 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10