Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective

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collection.link.5
https://openknowledge.worldbank.org/handle/10986/9
collection.name.5
Policy Research Working Papers
dc.contributor.author
Woessmann, Ludger
dc.contributor.author
Fuchs, Thomas
dc.date.accessioned
2012-06-25T15:13:28Z
dc.date.available
2012-06-25T15:13:28Z
dc.date.issued
2005-03
dc.date.lastModified
2017-12-14T09:01:01Z
dc.description.abstract
This paper estimates the relationship between family background, school characteristics, and student achievement in primary school in two Latin American countries, Argentina and Colombia, as well as several comparison countries. The database used is the student-level international achievement data of the Progress in International Reading Literacy Study (PIRLS), which tested the reading performance of fourth-grade students in 2001. The nationally representative samples have 3,300 students in Argentina and 5,131 students in Colombia. The emerging general pattern of results is that educational performance is strongly related to students' family background, weakly to some institutional school features, and hardly to schools' resource endowments. In an international perspective, estimated family background effects are relatively large in Argentina, and relatively small in Colombia. A specific Argentine feature is the lack of performance differences between rural and urban areas. A specific Colombian feature is the lack of significant differences between gender performance. Nonnative students and students not speaking Spanish at home have particularly weak performance in both countries. But there are no differences by parental occupation and no positive effects of kindergarten attendance. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation.
en
dc.identifier
http://documents.worldbank.org/curated/en/2005/03/5780377/families-schools-primary-school-learning-evidence-argentina-colombia-international-perspective
dc.identifier.uri
http://hdl.handle.net/10986/8924
dc.language
English
dc.publisher
World Bank, Washington, DC
dc.relation.ispartofseries
Policy Research Working Paper; No. 3537
dc.rights
CC BY 3.0 IGO
dc.rights.holder
World Bank
dc.rights.uri
http://creativecommons.org/licenses/by/3.0/igo
dc.subject
ABILITY
dc.subject
ACHIEVEMENT TESTS
dc.subject
ADAPTATION
dc.subject
ADDITION
dc.subject
BASIC LITERACY
dc.subject
BASIC SKILLS
dc.subject
CARE CENTERS
dc.subject
CLASS SIZE
dc.subject
CLASSROOMS
dc.subject
COMMUNITY INVOLVEMENT
dc.subject
COMPETENCIES
dc.subject
COMPUTER SOFTWARE
dc.subject
CURRICULA
dc.subject
CURRICULUM
dc.subject
DECENTRALIZATION
dc.subject
EARLY LEARNING
dc.subject
EDUCATION
dc.subject
EDUCATION LEVEL
dc.subject
EDUCATION SYSTEMS
dc.subject
EDUCATIONAL ACHIEVEMENT
dc.subject
EDUCATIONAL EQUITY
dc.subject
EDUCATIONAL INVESTMENTS
dc.subject
EDUCATIONAL PERFORMANCE
dc.subject
EDUCATIONAL QUALITY
dc.subject
EDUCATIONAL QUANTITY
dc.subject
ENROLLMENT
dc.subject
FAMILIES
dc.subject
FIRST GRADE
dc.subject
FRACTIONS
dc.subject
GENDER
dc.subject
GIRLS
dc.subject
HOMEWORK
dc.subject
IMMIGRATION
dc.subject
INSTRUCTION
dc.subject
KINDERGARTEN
dc.subject
KINDERGARTENS
dc.subject
LEARNING
dc.subject
LEARNING ACHIEVEMENT
dc.subject
LET
dc.subject
LITERACY
dc.subject
MANAGERS
dc.subject
MOBILITY
dc.subject
PAPERS
dc.subject
PARENTS
dc.subject
PERCEPTION
dc.subject
PRIMARY EDUCATION
dc.subject
PRIMARY SCHOOL
dc.subject
PRIMARY SCHOOLING
dc.subject
PRIMARY SCHOOLS
dc.subject
PRINCIPALS
dc.subject
PROFESSIONAL DEVELOPMENT
dc.subject
PROFITABILITY OF EDUCATIONAL INVESTMENTS
dc.subject
PUBLIC SCHOOLS
dc.subject
PUBLIC SECTOR
dc.subject
QUALITY EDUCATION
dc.subject
QUALITY OF EDUCATION
dc.subject
RATES OF RETURN
dc.subject
READING
dc.subject
READING INSTRUCTION
dc.subject
REPETITION
dc.subject
RURAL AREAS
dc.subject
SCHOOL EFFECTS
dc.subject
SCHOOL FACTORS
dc.subject
SCHOOL LOCATION
dc.subject
SCHOOL POLICIES
dc.subject
SCHOOLING
dc.subject
SCHOOLS
dc.subject
STUDENT ACHIEVEMENT
dc.subject
STUDENT PERFORMANCE
dc.subject
TEACHER
dc.subject
TEACHER BACKGROUND
dc.subject
TEACHER CHARACTERISTICS
dc.subject
TEACHER DEVELOPMENT
dc.subject
TEACHERS
dc.subject
TEACHING
dc.subject
TEACHING OF READING
dc.subject
TEST SCORES
dc.subject
TEXTBOOKS
dc.subject
WORKBOOKS
dc.subject
WORKERS
dc.subject
WRITTEN LANGUAGE
dc.subject
YOUNG PEOPLE
dc.title
Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective
en
okr.crosscuttingsolutionarea
Gender
okr.date.disclosure
2005-03-14
okr.doctype
Publications & Research :: Policy Research Working Paper
okr.doctype
Publications & Research
okr.docurl
http://documents.worldbank.org/curated/en/2005/03/5780377/families-schools-primary-school-learning-evidence-argentina-colombia-international-perspective
okr.globalpractice
Education
okr.googlescholar.linkpresent
yes
okr.identifier.doi
10.1596/1813-9450-3537
okr.identifier.externaldocumentum
000012009_20050505125844
okr.identifier.internaldocumentum
5780377
okr.identifier.report
WPS3537
okr.language.supported
en
okr.pdfurl
http://www-wds.worldbank.org/external/default/WDSContentServer/WDSP/IB/2005/05/05/000012009_20050505125844/Rendered/PDF/wps3537.pdf
en
okr.region.administrative
Latin America & Caribbean
okr.region.country
Argentina
okr.region.country
Colombia
okr.topic
Health Monitoring and Evaluation
okr.topic
Education :: Primary Education
okr.topic
Education :: Educational Sciences
okr.topic
Gender :: Gender and Education
okr.topic
Teaching and Learning
okr.unit
Development Research Group (DECRG)
okr.volume
1 of 1

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