Raising the Quality of Secondary Education in East Asia

The author seeks to broaden our understanding of the determinants of student achievement among East Asian economies using the TIMSS-R data set and, in the process, to remedy some of the ambiguities in the literature to date. These ambiguities are frequently due to the sparseness of detailed data on students, teachers, and schools. The TIMSS-R data set offers detailed information on these variables, which is not typically available from other sources, allowing the author to isolate the impact of various factors affecting student achievement, while controlling for specific characteristics of the students, teachers, and schools surveyed. The results indicate that the most consistent factors affecting student performance are characteristics associated with students (innate abilities and home resources). Moreover, the author does not find any consistent relationship between the performance of students and school resources or teacher autonomy, both of which are often advocated in the discussion of education reform.

Bibliographic Details

Main Author:	Nabeshima, Kaoru
Language:	English en_US
Published:	World Bank, Washington, DC 2003-09
Subjects:	ACHIEVEMENTS, ADMISSION POLICIES, AGE GROUP, ATTENTION, CERTIFIED TEACHERS, CLASS SIZE, CLASS SIZES, CLASSROOM SIZE, COMPULSORY EDUCATION, CURRICULA, CURRICULUM, DECENTRALIZATION, DECENTRALIZATION OF EDUCATION, DEVELOPING COUNTRIES, DEVELOPING REGIONS, ECONOMIC GROWTH, ECONOMICS OF EDUCATION, EDUCATION LEVEL, EDUCATION POLICIES, EDUCATION QUALITY, EDUCATION REFORM, EDUCATION SECTOR, EDUCATION STANDARDS, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL ENVIRONMENT, EDUCATIONAL OPPORTUNITIES, EDUCATIONAL OUTCOME, EDUCATIONAL POLICY, ELEMENTARY SCHOOLS, EMPIRICAL STUDIES, EMPLOYMENT, ENROLLMENT, ENROLLMENT RATE, FAMILIES, FEMALE TEACHERS, FREE EDUCATION, GENDER, GENDER DIFFERENCE, GIRLS, GROSS ENROLLMENT, GROSS ENROLLMENT RATES, HIGH ACHIEVEMENT, HUMAN DEVELOPMENT, INITIAL SCHOOLING, LABOR FORCE, LANGUAGE SKILLS, LEARNING, LEARNING ENVIRONMENT, LEVEL OF EDUCATION, LIBRARIES, LOCAL AUTHORITIES, LOCAL COMMUNITIES, LOCAL EDUCATION, LOCAL LEVEL, MOBILITY, MOTHERS, MOTIVATION, NATIONAL EDUCATION, NATIONAL EDUCATION STANDARDS, OCCUPATIONAL CHOICE, OCCUPATIONS, PAPERS, PARENTS, PERCEPTION, POOR PERFORMANCE, PRIMARY SCHOOL, PRIMARY SCHOOL TEACHERS, PRINCIPALS, PROFESSIONS, PUBLIC SCHOOLS, QUALIFIED TEACHERS, QUALITY OF EDUCATION, READERS, SCHOOL ATTENDANCE, SCHOOL INFRASTRUCTURE, SCHOOL MANAGEMENT, SCHOOL MANAGEMENT INITIATIVE, SCHOOL QUALITY, SCHOOLING, SCHOOLS, SCIENCE EDUCATION, SECONDARY EDUCATION, SECONDARY SCHOOLS, STANDARDIZED TESTS, STUDENT ACHIEVEMENT, STUDENT DATA, STUDENT PERFORMANCE, TEACHER, TEACHER CHARACTERISTICS, TEACHER QUALITY, TEACHER SALARIES, TEACHER TRAINING, TEACHERS, TEACHING, TEACHING MATERIALS, TEACHING METHODS, TEACHING PROFESSION, TEACHING STYLES, TEST SCORES, TEXTBOOKS, THINKING, TUTORING, UNIVERSITY EDUCATION, URBAN AREAS, VOCATIONAL TRAINING, VOUCHERS, WORKPLACE SECONDARY EDUCATION, EDUCATIONAL REFORMS, TEST STATISTICS, TEACHER QUALIFICATIONS, TEACHER RECRUITMENT, PERFORMANCE INCENTIVES, COMPETITIVENESS, AUTONOMY, EDUCATIONAL INNOVATIONS, MATHEMATICS CURRICULUM, MATHEMATICS EDUCATION, SCIENCE CURRICULUM, WORKPLACE,
Online Access:	http://documents.worldbank.org/curated/en/2003/09/2540156/raising-quality-secondary-education-east-asia https://hdl.handle.net/10986/18058
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