Institutional Effects as Determinants of Learning Outcomes : Exploring State Variations in Mexico

This paper uses the OECD's Program for International Student Assessment student-level achievement database for Mexico to estimate state education production functions, controlling for student characteristics, family background, home inputs, resources, and institutions. The authors take advantage of the state-level variation and representative sample to analyze the impact of institutional factors such as state accountability systems and the role of teachers' unions in student achievement. They argue that accountability, through increased use of state assessments, will improve learning outcomes. The authors also cast light on the role of teachers' unions, namely their strength through appointments to the school and relations with state governments. The analysis shows the importance of good relations between states and unions. Furthermore, it demonstrates that accountability systems are cost-effective measures for improving outcomes.

Bibliographic Details

Main Authors:	Álvarez, Jesús, García Moreno, Vicente, Patrinos, Harry Anthony
Language:	English
Published:	World Bank, Washington, DC 2007-07
Subjects:	ACADEMIC IMPROVEMENT, ACHIEVEMENT TESTS, ASSESSMENT MATERIALS, BASIC EDUCATION, BETTER LEARNING, CALL, CLASSROOM, COGNITIVE ACHIEVEMENT, COGNITIVE SKILLS, COMPULSORY SCHOOLING, COMPUTER AT HOME, CURRICULUM, DECENTRALIZATION OF EDUCATION, DECISION MAKING, DEMOCRATIZATION, DISADVANTAGED STUDENTS, ECONOMICS OF EDUCATION, EDUCATION DECENTRALIZATION, EDUCATION ECONOMICS, EDUCATION OUTCOMES, EDUCATION PROGRAMS, EDUCATION REFORM, EDUCATION SECTOR, EDUCATION SYSTEM, EDUCATION SYSTEMS, EDUCATIONAL ACHIEVEMENT, EDUCATIONAL DECENTRALIZATION, EDUCATIONAL EVALUATION, EDUCATIONAL INSTITUTIONS, EDUCATIONAL RESOURCES, EMPLOYMENT, EVALUATION OF EDUCATION, EXAMS, GIRLS, GIRLS IN SCHOOL, GROUPS OF LEARNERS, HOMEWORK, HUMAN CAPITAL, HUMAN DEVELOPMENT, INFORMATION TECHNOLOGY, INTERNATIONAL STUDENT ASSESSMENT, INTERVENTIONS, LABOR FORCE, LATIN AMERICAN, LEARNING, LEARNING OUTCOMES, LEARNING STRATEGIES, LOWER SECONDARY, MASS MEDIA, MATH ACHIEVEMENT, MATH SCORES, MATHEMATICS, MINISTRY OF EDUCATION, NATIONAL ASSESSMENTS, PAPERS, PERFORMANCE OF SCHOOLS, POLITICS OF EDUCATION, POOR PEOPLE, PRIVATE EDUCATIONAL INSTITUTIONS, PRIVATE SCHOOL, PUBLIC EDUCATION, PUBLIC SCHOOL, PUBLIC SCHOOL TEACHERS, PUBLIC SCHOOLS, PUPIL SPENDING, QUALITY OF EDUCATION, QUALITY SCHOOLS, READING, REPORT CARDS, RESEARCHERS, RURAL SCHOOL, SCHOOL ACHIEVEMENT, SCHOOL ACTIVITIES, SCHOOL AUTONOMY, SCHOOL BUILDING, SCHOOL CLIMATE, SCHOOL FACTORS, SCHOOL INDICATORS, SCHOOL LEVEL, SCHOOL MANAGEMENT, SCHOOL PERFORMANCE, SCHOOL POLICIES, SCHOOL PROGRAM, SCHOOL SYSTEMS, SCHOOL TEACHERS, SCHOOLING, SCHOOLS, SCIENCE STUDY, SCIENTIFIC LITERACY, STATE EDUCATION, STUDENT ACHIEVEMENT, STUDENT ASSESSMENT, STUDENT ASSESSMENTS, STUDENT CHARACTERISTICS, STUDENT LEARNING, STUDENT LEARNING OUTCOMES, STUDENT OUTCOMES, STUDENT PERFORMANCE, STUDENT POPULATION, STUDENT TESTING, STUDENT-TEACHER RATIO, SUBJECTS, TEACHER, TEACHER ABSENTEEISM, TEACHER INCENTIVES, TEACHER MORALE, TEACHER SELECTION, TEACHERS, TEACHING, TEACHING METHODS, TEACHING STAFF, TEST SCORES, TEXTBOOK, TRAINING NEEDS, URBAN SCHOOL, WORKERS, YOUNG PEOPLE,
Online Access:	http://documents.worldbank.org/curated/en/2007/07/7998267/institutional-effects-determinants-learning-outcomes-exploring-state-variations-mexico https://hdl.handle.net/10986/7475
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