The research project aimed at improving the understanding of the impact of schooling institutions on student performance. One aspect was to develop a theoretical model of educational production that would show how different schooling institutions might interact in shaping the incentives of the actors in the schooling system (Bishop and Wößmann 2004). The other major aspect of the project was a detailed empirical assessment of the presumed impact of schooling institutions on student performance on the basis of PISA data, which promise to allow for more rigorous tests of hypotheses that are advanced in the literature (Fuchs and Wößmann 2004a). The project results additionally include a separate investigation of the relationship between students’ educational achievement and the availability and use of computers at home and at school (Fuchs and Wößmann 2004b). In summary, the results of the project confirm the major hypotheses that guided the project proposal, namely that schooling institutions like central exams impact on student performance in a theoretically predicted and quantitatively important way (cf. also Wößmann 2004).
To Learn from PISA
After the PISA Shock: Pointers for an Educational Reform
Computers and Learning: Press Delete
Bishop, John, Ludger Wößmann (2004). Institutional Effects in a Simple Model of Educational Production. Education Economics 12 (1): 17-38.
Fuchs, Thomas, Ludger Wößmann (2004a).What Accounts for International Differences in Student Performance? A Re-Examination Using PISA Data. CESifo Working Paper 1235, July.
Fuchs, Thomas, Ludger Wößmann (2004b). Computers and Student Learning: Bivariate and Multivariate Evidence on the Availability and Use of Computers at Home and at School. Brussels Economic Review (Cahiers economiques de Bruxelles): forthcoming. (CESifo Working Paper 1321, November)
Wößmann, Ludger (2004). The Effect Heterogeneity of Central Exams: Evidence from TIMSS, TIMSS-Repeat and PISA. Education Economics: forthcoming. (CESifo Working Paper 1330, November)
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