|
on Education |
|
Issue of 2008‒08‒14
twenty-two papers chosen by Joao Carlos Correia Leitao Technical University of Lisbon |
| By: | Eric Maurin; Sandra McNally |
| Abstract: | It is difficult to know whether widening access to schools which provide a more academically oriented general education makes a difference to average educational achievement. We make use of reforms affecting admission to the 'high ability' track in Northern Ireland, but not England. The comparison of educational outcomes between Northern Ireland and England before and after the reform identifies the net effect of expanding the academic track to accommodate more students. This is composed of the direct effect of the more academic track on individual performance and the indirect effect arising on account of the change in peer group composition. Our paper is relevant to debate on the consequences of ability tracking and of expanding access to the academic track. |
| Keywords: | education, tracking, selection |
| JEL: | I2 |
| Date: | 2007–08 |
| URL: | http://d.repec.org/n?u=RePEc:cep:ceedps:0085&r=edu |
| By: | George Leckie |
| Abstract: | Traditional studies of school differences in educational achievement use multilevel modelling techniques to take into account the nesting of pupils within schools. However, educational data are known to have more complex non-hierarchical structures. The potential importance of such structures is apparent when considering the impact of pupil mobility during secondary schooling on educational achievement. Movements of pupils between schools suggest that we should model pupils as belonging to the series of schools attended and not just their final school. Since these school moves are strongly linked to residential moves, it is important to additionally explore whether achievement is also affected by the history of neighbourhoods lived in. Using the national pupil database (NPD), this paper combines multiple-membership and cross-classified multilevel models to simultaneously explore the relationships between secondary school, primary school, neighbourhood and educational achievement. The results show a negative relationship between pupil mobility and achievement, the strength of which depends greatly on the nature and timing of these moves. Accounting for pupil mobility also reveals that schools and neighbourhoods are more important than shown by previous analysis. A strong primary school effect appears to last long after a child has left that phase of schooling. The additional impact of neighbourhoods, on the other hand, is small. Crucially, the rank order of school effects across all types of pupils is sensitive to whether we account for the complexity of the multilevel data structure. |
| Keywords: | Cross-classified models, Multiple-membership-models, Multilevel modelling, Pupil mobility, School effectiveness, Value-added models |
| JEL: | I2 |
| Date: | 2008–01 |
| URL: | http://d.repec.org/n?u=RePEc:bri:cmpowp:08/189&r=edu |
| By: | Adele Atkinson; Simon Burgess; Paul Gregg; Carol Propper; Steven Proud |
| Abstract: | The effect of a more able peer group on a child’s attainment is considered an integral part in estimating a pupil level educational production function. Examinations in England at age 16 are tiered according to ability, leading to a large stratification of pupils by ability. However, within tiers, there is a range of policies between schools regarding setting, ranging from credibly random to strict setting by results from examinations at age 14. We use this variation to estimate ordinary least squares (OLS) estimates, with school and teacher fixed effects, of the effect of a more able peer group using a subset of schools that has apparently random allocation of pupils. As a robustness test of the apparently random setting results, we use an instrumental variables (IV) methodology developed by Lefgren (2004b). We find significant, positive, and non-trivial effects of a more able peer group using both the OLS and IV estimations for English and mathematics. |
| Keywords: | peer groups, education |
| JEL: | J13 D1 I21 I38 |
| Date: | 2008–01 |
| URL: | http://d.repec.org/n?u=RePEc:bri:cmpowp:08/187&r=edu |
| By: | Arnaud Chevalier; Joanne Lindley |
| Abstract: | During the early Nineties the proportion of UK graduates doubled over a very short period of time. This paper investigates the effect of the expansion on early labour market attainment, focusing on over-education. We define over-education by combining occupation codes and a self-reported measure for the appropriateness of the match between qualification and the job. We therefore define three groups of graduates: matched, apparently over-educated and genuinely over-educated; to compare pre- and post-expansion cohorts of graduates. We find the proportion of over-educated graduates has doubled, even though over-education wage penalties have remained stable. This suggests that the labour market accommodated most of the large expansion of university graduates. Apparently over-educated graduates are mostly undistinguishable from matched graduates, while genuinely over-educated graduates principally lack non-academic skills such as management and leadership. Additionally, genuine over-education increases unemployment by three months but has no impact of the number of jobs held. Individual unobserved heterogeneity differs between the three groups of graduates but controlling for it, does not alter these conclusions. |
| Keywords: | Over-education, Skills |
| JEL: | J24 J31 I2 |
| Date: | 2007–08 |
| URL: | http://d.repec.org/n?u=RePEc:cep:ceedps:0079&r=edu |
| By: | Gabriel Helene Bie Lilleør (Department of Economics, University of Copenhagen) |
| Abstract: | Primary school enrolment rates are continuously low in many developing countries. The main explanation in the economic literature on schooling is focused on credit constraints and child labour, implying that the indirect cost of schooling in terms of foregone earnings is too high. This paper investigates the effects of future income uncertainty on sibling dependence in the schooling decisions of rural households in developing countries. Schooling tends to direct skills towards future urban employment, whereas traditional rural education or on-farm learning-by-doing tends to direct skills towards future agricultural employment. Given this dichtomy, the question is then: Does future income uncertainty influence the joint educational choice made by parents on behalf of their children and is it possible to test this on simple cross-sectional data? I extend a simple human capital portfolio model to a three period setting. This allows me to explore the natural sequentiality in the schooling decision of older and younger siblings. The model can generate testable empirical implications, which can be taken to any standard cross-sectional data set. I find empirical evidence of negative sibling dependence in the educational decision, which is consistent with a human capital portfolio theory of risk diversification and which cannot be explained by sibling rivalry over scarce resources for credit constrained households. The paper thus provides a complementary explanation to why enrolment rates in developing countries are often continuously low. |
| Keywords: | schooling; human capital investment; specific human capital; sibling dependency; old-age security; uncertainty; risk and income source diversification; liquidity constraints; Tanzania; Africa |
| JEL: | J13 J24 O15 |
| Date: | 2008–08 |
| URL: | http://d.repec.org/n?u=RePEc:kud:kuieca:2008_05&r=edu |
| By: | Sean Dougherty; Richard Herd |
| Abstract: | The provision of high-quality education and health care to all of the population is considered a core element of public policy in most countries. In India, the government is active in both education and health but the private sector also plays an important role, notably for heath, and to a lesser extent in education. At present, the quality and quantity of the outputs from education, and also form public health care, are holding back the process of economic development. Steps are being taken to draw more children into primary education and the paper considers ways to keep children in school. It also considers institutional changes that may help to improve the performance of the educational system and so boost human capital formation. This working Paper relates to the 2007 Economic Survey of India (www.oecd.org/eco/surveys/india). <P>Améliorer la formation du capital humain en Inde <BR>Permettre à l’ensemble de la population de bénéficier d’une éducation et de soins de santé de qualité est l’un des enjeux majeurs de la politique publique dans la plupart des pays. En Inde, les pouvoirs publics interviennent aussi bien dans l’éducation que dans les soins de santé, ce qui n’empêche pas le secteur privé de jouer un rôle important, en particulier dans le premier de ces domaines. À l’heure actuelle, les performances qualitatives et quantitatives de l’éducation et des services publics de santé constituent un frein au processus de développement économique. Des mesures ont été prises pour augmenter la fréquentation de l’enseignement primaire, et le présent document étudie les moyens de lutter contre les abandons scolaires. Il analyse également les changements institutionnels nécessaires pour contribuer à améliorer les performances du système éducatif et stimuler ainsi la formation du capital humain. Ce document de travail se rapporte à l’Étude économique de l’Inde 2007 (www.oecd.org/eco/etudes/inde). |
| Keywords: | tertiary education, education policy, Returns to education, literacy rates, age cohorts, primary, secondary, politique éducative, taux d’alphabétisation, cohorte d’âge, rendement de l’enseignement, primaire, secondaire, supérieur |
| JEL: | I0 I21 J24 |
| Date: | 2008–08–04 |
| URL: | http://d.repec.org/n?u=RePEc:oec:ecoaaa:625-en&r=edu |
| By: | Sonia Bhalotra; Bernarda Zamora |
| Abstract: | This paper uses two large repeated cross-sections, one for the early 1990’s, and one for the late 1990’s, to describe growth in school enrolment and completion rates for boys and girls in India, and to explore the extent to which enrolment and completion rates have grown over time. It decomposes this growth into components due to change in the characteristics that determine schooling, and another associated with changes in the responsiveness of schooling to given characteristics. Our results caution against the common practice of using current data to make future projections on the assumption that the model parameters are stable. The analysis nevertheless performs illustrative simulations relevant to the question of whether India will be able to achieve the Millennium Development Goal of realising universal primary education by the year 2015. The simulations suggest that India will achieve universal attendance, but that primary school completion rates will not exhibit much progress. |
| Keywords: | Millennium Development Goals, primary schooling, attendance, completion rates, gender, India, decomposition |
| JEL: | I21 I28 O12 J18 |
| Date: | 2008–01 |
| URL: | http://d.repec.org/n?u=RePEc:bri:cmpowp:08/190&r=edu |
| By: | Steven Proud |
| Abstract: | The effect of a child’s peers has long been regarded as an important factor in affecting their educational outcomes. However, these effects follow several different mechanisms and are often difficult to estimate, due to unobserved selection. This paper builds on the work of Hoxby (2000) and uses exogenous changes in the proportion of girls within UK school cohorts to estimate the effect of a more female peer group. I include estimates of effects at a classroom level for schools that appear to contain only one class per cohort to estimate the direct effect of a peer group. Further, I examine if there is a differential effect of boys and girls with differing socioeconomic status, and also examine the effect of a more female peer group on a child’s value added score. I find large significant negative effects of a more female peer group on boy’s outcomes in English, whilst in maths and science, both boys and girls benefit from a more able peer group up until age 11. |
| Keywords: | peer groups, education |
| JEL: | J13 D1 I21 I38 |
| Date: | 2008–01 |
| URL: | http://d.repec.org/n?u=RePEc:bri:cmpowp:08/186&r=edu |
| By: | Chen-Fu Liao Author-X-Name-First: Chen-Fu Author-X-Name-Last: Liao; David Levinson; Henry Liu (Nexus (Networks, Economics, and Urban Systems) Research Group, Department of Civil Engineering, University of Minnesota) |
| Abstract: | The practice of transportation engineering and planning has evolved substantially over the past several decades. A new paradigm for transportation engineering education is required to better engage students and deliver knowledge. Simulation tools have been used by transportation professionals to evaluate and analyze the potential impact of design or control strategy changes. Conveying complex transportation concepts can be effectively achieved by exploring them through simulation. Simulation is particularly valuable in transportation education because most transportation policies and strategies in the real world take years to implement with a prohibitively high cost. Transportation simulation allows learners to apply different control strategies in a risk-free environment and to expose themselves to transportation engineering methodologies that are currently in practice. Despite the advantages, simulation, however, has not been widely adopted in the education of transportation engineering. Using simulation in undergraduate transportation courses is sporadic and reported efforts have been focused on the upper-level technical elective courses. A suite of web-based simulation modules was developed and incorporated in the undergraduate transportation courses at University of Minnesota. The STREET (Simulating Transportation for Realistic Engineering Education and Training) research project was recently awarded by NSF (National Science Foundation) to develop web-based simulation modules to improve instruction in transportation engineering courses and evaluate their effectiveness. Our ultimate goal is to become the epicenter for developing simulation-based teaching materials, an active textbook, which offers an interactive learning environment to undergraduate students. With the hand-on nature of simulation, we hope to improve student understanding of critical concepts in transportation engineering and student motivation toward transportation engineering, and improve student retention in the field. We also would like to disseminate the results and teaching materials to other colleges to integrate the simulation modules in their curricula. |
| Keywords: | Transportation Education and Training, Transportation Simulation, Roadway Geometry Design |
| JEL: | R41 R42 R48 A23 |
| Date: | 2008 |
| URL: | http://d.repec.org/n?u=RePEc:nex:wpaper:street&r=edu |
| By: | Steve Gibbons; Shqiponja Telhaj |
| Abstract: | We consider the influence that mobile pupils have on the academic achievements of other pupils in English primary schools. We find that immobile pupils in year-groups (à la US "grades") that experience high pupil entry rates progress less well academically between ages 8 and 11 than pupils in low-mobility year groups (grades), even within the same school. The disruptive externalities of mobility are statistically significant, but actually very small in terms of their educational impact. An increase in annual entry rates from 0 to 10% (a 4 standard deviation change) would set the average incumbent pupil back by between 1 and 2 weeks, or about 4% of one standard deviation of the gain in pupil achievement between ages 7 and 11. |
| Keywords: | pupil mobility, pupil achievement, externalities |
| JEL: | H4 I2 R2 J24 |
| Date: | 2007–08 |
| URL: | http://d.repec.org/n?u=RePEc:cep:ceedps:0083&r=edu |
| By: | Holmlund, Helena (CEP, London School of Economics); Lindahl, Mikael (Uppsala University); Plug, Erik (University of Amsterdam) |
| Abstract: | Recent studies that aim to estimate the causal link between the education of parents and their children provide evidence that is far from conclusive. This paper explores why. There are a number of possible explanations. One is that these studies rely on different data sources, gathered in different countries at different times. Another one is that these studies use different identification strategies. Three identification strategies that are currently in use rely on: identical twins; adoptees; and instrumental variables. In this paper we apply each of these three strategies to one particular Swedish data set. The purpose is threefold: (i) explain the disparate evidence in the recent literature; (ii) learn more about the quality of each identification procedure; and (iii) get at better perspective about intergenerational effects of education. We find that the three identification strategies all produce intergenerational schooling estimates that are lower than the corresponding OLS estimates, indicating the importance of accounting for ability bias. But interestingly, when applying the three methods to the same data set, we are able to fully replicate the discrepancies across methods found in the previous literature. Our findings therefore indicate that the estimated impact of parental education on that of their child in Sweden does depend on identification, which suggests that country and cohort differences do not lie behind the observed disparities. Finally, we conclude that income is a mechanism linking parent’s and children’s schooling, that can partly explain the diverging results across methods. |
| Keywords: | intergenerational mobility, education, causation, selection, identification |
| JEL: | I20 J30 J62 |
| Date: | 2008–08 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp3630&r=edu |
| By: | Gabriel Helene Bie Lilleør (Department of Economics, University of Copenhagen) |
| Abstract: | There is little doubt in the literature, that poverty and liquidity constraints can drive children out of school and into child labour in developing countries. But are there other important explanations for low primary school enrolment rates? The child labour and schooling literature often ignores that uncertainty about future returns results in a need for risk diversification, that children function as old-age security providers when there are no available pension systems, that the human capital investment decision of one child is likely to be influenced by that of his/her siblings, and that rural parents face a choice of investing in either specific or general human capital of their children. In this paper, I investigate the effects of future income uncertainty on the joint human capital investment decision of children in a household. I develop and calibrate a simple illustrative human capital portfolio model and show that existing levels of uncertainty can indeed result in less than full school enrolment within a household, even in a world of perfect credit markets. The paper thus offers an alternative explanation for why it might be optimal for rural parents not to send all of their children to school. |
| Keywords: | schooling; child labour; specific human capital; traditional education; intergenerational transfers; old-age security; uncertainty; income source diversification; liquidity constraints |
| JEL: | J13 J24 O15 |
| Date: | 2008–08 |
| URL: | http://d.repec.org/n?u=RePEc:kud:kuieca:2008_06&r=edu |
| By: | Robert Baade (Department of Economics and Business, Lake Forest College); Robert Baumann (Department of Economics, College of the Holy Cross); Victor Matheson (Department of Economics, College of the Holy Cross) |
| Abstract: | College football and men’s basketball are the largest revenue generators in college athletics. Studies funded by athletic boosters tout the economic benefits of a college athletic program as an incentive for host cities to construct new stadiums or arenas at considerable public expense. Our analysis of the economic impact of home football and men’s basketball games on Tallahassee (home of Florida State University) and Gainesville (home of the University of Florida) between 1980 to early-2007 fails to support these claims. Men’s basketball games at these universities have no statistically significant impact on taxable sales, while football yields a modest gain of $2 to $3 million per home game. While this positive finding is one of the first in the academic literature of the impact of sports, these gains pale in comparison to the figures in many of the studies funded by athletic boosters. |
| Keywords: | sports, basketball, football, college sports, impact analysis, mega-event |
| JEL: | L83 O18 R53 |
| Date: | 2007–08 |
| URL: | http://d.repec.org/n?u=RePEc:spe:wpaper:0726&r=edu |
| By: | Peter Galasi (Department of Human Resources, Corvinus University of Budapest) |
| Abstract: | By making use of the Duncan&Hoffman model, the paper estimates returns to educational mismatch using comparable microdata for 25 European countries. Our aim is to investigate the extent to which the main empirical regularities produced by other papers on the subject are confirmed by our data base. On the basis of tests proposed by Hartog&Oosterbeek, we also consider whether the observed empirical patterns are in line with the Mincerian basic human capital model and Thurow’s job competition model. Using Heckman’s sample-selection estimator, we find that results are rather consistent with those found in the literature, and that the job-competition model could be accepted, whereas the Mincerian human capital model could be rejected for most of the countries. |
| Keywords: | job-education matching, overeducation, undereducation, returns to over- and undereducation, international comparison |
| JEL: | J21 J23 J24 J31 |
| Date: | 2008–08 |
| URL: | http://d.repec.org/n?u=RePEc:has:bworkp:0808&r=edu |
| By: | Angrist, Joshua (MIT); Chen, Stacey (State University of New York, Albany) |
| Abstract: | Military service reduces civilian labor market experience but subsidizes higher education through the GI Bill. Both of these channels are likely to affect civilian earnings. New estimates of the effects of military service using Vietnam-era draft-lottery instruments show post-service earnings effects close to zero in 2000, in contrast with earlier results showing substantial earnings losses for white Vietnam veterans in the 1970s and 1980s. The recent estimates also point to a marked increase in post-secondary schooling that appears to be attributable to the Vietnam-era GI Bill. Seen through the lens of a Mincer wage equation, the wage effects observed in 2000 data can be explained by a flattening of the experience profile in middle age and a modest return to the additional schooling funded by the GI Bill. In particular, IV estimates of the returns to GI Bill-funded schooling are well below OLS estimates. Wage equations that allow for nonlinearities in the returns to schooling and a possible negative effect of military service on health, leave the main findings unchanged. |
| Keywords: | veterans, returns to schooling, instrumental variables |
| JEL: | J31 I22 I28 H56 |
| Date: | 2008–08 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp3628&r=edu |
| By: | Gabriel Helene Bie Lilleør (Department of Economics, University of Copenhagen) |
| Abstract: | Lack of primary schooling among rural children in developing countries is often attributed to credit constraints and household demand for child labour, implying that direct and indirect costs of schooling are high. Surprisingly few studies have considered the importance of parents' expected returns of investing in their childrens human capital, despite the fact that most parents rely on their children for old-age support and subsistence. In this paper, I propose an alternative model for human capital investment based on the household, rather than the individual child, incorporating the fact that parents bear the costs of educating all their children and face uncertainty about the level and share of future returns. This uncertainty can make it optimal for parents to ensure a certain degree of human capital diversification within the household. The model implications allow me to test whether it is the need for diversification or the costs of schooling that dominate the human capital investment decision in rural households. Using extraordinary long panel data from a rural region in Northwestern Tanzania, I find strong empirical evidence of diversification effects for rural sons, but not for rural daughters. Exactly in line with what should be expected for a patrilineal society. This can potentially have far reaching policy implications. |
| Keywords: | intergenerational contract; social compact; schooling; human capital; traditions; ethnicity; ethnic diversity; social capital; Tanzania; Africa |
| JEL: | J13 J24 O15 |
| Date: | 2008–08 |
| URL: | http://d.repec.org/n?u=RePEc:kud:kuieca:2008_04&r=edu |
| By: | David Dreyer Lassen (Department of Economics, University of Copenhagen); Gabriel Helene Bie Lilleør (Department of Economics, University of Copenhagen) |
| Abstract: | This paper carries out a theoretical and empirical investigation of the role of informal institutions in facilitating intergenerational contracts governing investments in schooling and payments of pensions in the form of remittances. We show, using detailed household level data from rural Tanzania, that informal institutions of social control, rooted in tribal affiliations, determine both the household's investment in schooling and the probability that it receives remittances from migrants. This is consistent with a framework in which households' expected returns in the form of remittances, which is determined partly by the prospects of social control over migrants, influence current investments in schooling. |
| Keywords: | intergenerational contract; social compact; schooling; human capital; traditions; ethnicity; ethnic diversity; social capital; Tanzania; Africa |
| JEL: | D13 O15 |
| Date: | 2008–08 |
| URL: | http://d.repec.org/n?u=RePEc:kud:kuieca:2008_03&r=edu |
| By: | Dennis Coates (Department of Economics, University of Maryland, Baltimore County); Babatunde Oguntimein (Department of Economics, University of Maryland, Baltimore County) |
| Abstract: | This paper uses data on players drafted in 1987 through 1989 covering both their collegiate and their professional careers. This time period is chosen because we wanted recent players whose playing days have ended. Our analysis evaluates the role of college productivity on draft position and the relationship between college career productivity, measured in three different ways, with professional career productivity measured similarly and with the length of the career. At issue is the effectiveness of NBA executives in identifying college players who will be successful in the pros. Our results suggest an interesting puzzle regarding scoring. The NBA literature suggests scoring is paramount for evaluating professional players, while our results suggest college scoring has little to do with draft position and is relatively weakly associated with professional scoring. |
| Keywords: | NBA, sports, basketball |
| JEL: | L83 |
| Date: | 2008–07 |
| URL: | http://d.repec.org/n?u=RePEc:spe:wpaper:0806&r=edu |
| By: | Matthias Parey; Fabian Waldinger |
| Abstract: | We investigate the e¤ect of studying abroad on international labor market mobility later in life for German university graduates. As a source of identifying variation, we exploit the introduction and expansion of the ERASMUS student exchange program, which significantly increases a student's probability of studying abroad. Using an Instrument Variable approach we control for unobserved heterogeneity between individuals who studied abroad and those who did not. Our results indicate that student exchange mobility is an important determinant of later international labor market mobility: We find that studying abroad increases an individual's probability of working in a foreign country by about 15 to 20 percentage points, suggesting that study abroad spells are an mportant channel to later outmigration. The results are robust to a number of specification checks. |
| Date: | 2007–08 |
| URL: | http://d.repec.org/n?u=RePEc:cep:ceedps:0086&r=edu |
| By: | Jain Rekha |
| Abstract: | Telecom sector in India has been growing very fast and changing very rapidly in service delivery mechanisms used, target segments addressed, technogical platforms for service delivery etc. Globally also the growth scenario is very positive. This means that this sector offers employment opportunities that are attractive. In order to exploit these opportunities, the sector needs people with the approppriate employment profiles that match the changing requirements both in atributes and numbers. However, the current education system is not equipped to provide the requisite profiles. This paper identifies and quantifies the skill gap both in terms of focus areas and numbers by segmenting the sector. It suggest directions in which the change must happen. It also reviews innovative approaches in the private and government sector in India and abroad with a view to assess the adapatability of these approaches on a larger scale in India. |
| Date: | 2008–08–06 |
| URL: | http://d.repec.org/n?u=RePEc:iim:iimawp:2008-08-02&r=edu |
| By: | Jorge Barrientos Marín |
| Abstract: | Resumen: Analizamos el impacto de los atributos escolares e individuales sobre el logro académico de los estudiantes en los colegios públicos usando dos aproximaciones. Primero, utilizando regresión cuantil, analizamos el impacto de los regresores sobre diferentes segmentos de la distribución de los resultados del examen ICFES. Segundo, estimamos el efecto puro del colegio sobre el rendimiento académico promedio, para ello, utilizamos un modelo con una gran cantidad de variables dummy, equivalente a un modelo de efectos fijos. Encontramos que el efecto de las características individuales sobre el rendimiento es más fuerte para los estudiantes con mejor rendimiento. Adicionalmente, detectamos que el .efecto colegio. es inferior en los colegios públicos que en los privados. |
| Date: | 2008–08–04 |
| URL: | http://d.repec.org/n?u=RePEc:col:000174:004949&r=edu |
| By: | David Tobón; Germán Valencia; Paul Ríos; John Fredy Bedoya |
| Abstract: | Resumen: Teniendo en cuenta los diferentes insumos, contextos (interno y externo) e interacciones entre factores y resultados, el artículo analiza el desempeño de los estudiantes de Medellín en las pruebas ICFES, caracterizando el proceso a partir de una función de producción y considerando la organización jerárquica escolar. Se utiliza una encuesta aplicada a 105 rectores y 732 profesores y se incluyen las distintas relaciones entre estudiantes, padres de familia, profesores y directivos; asimismo entre la institucionalidad, el ambiente en la escuela y las relaciones con niveles superiores. Los resultados muestran que el logro escolar mejora al introducir, principalmente, cambios institucionales, lo cual aumenta el compromiso de todos los actores con la calidad y mejora las magras condiciones iniciales de los estudiantes. |
| Date: | 2008–06–30 |
| URL: | http://d.repec.org/n?u=RePEc:col:000174:004950&r=edu |