Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective
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.
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dig-okr-1098689242024-08-08T17:24:26Z Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective Fuchs, Thomas Woessmann, Ludger ABILITY ACHIEVEMENT TESTS ADAPTATION ADDITION BASIC LITERACY BASIC SKILLS CARE CENTERS CLASS SIZE CLASSROOMS COMMUNITY INVOLVEMENT COMPETENCIES COMPUTER SOFTWARE CURRICULA CURRICULUM DECENTRALIZATION EARLY LEARNING EDUCATION EDUCATION LEVEL EDUCATION SYSTEMS EDUCATIONAL ACHIEVEMENT EDUCATIONAL EQUITY EDUCATIONAL INVESTMENTS EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EDUCATIONAL QUANTITY ENROLLMENT FAMILIES FIRST GRADE FRACTIONS GENDER GIRLS HOMEWORK IMMIGRATION INSTRUCTION KINDERGARTEN KINDERGARTENS LEARNING LEARNING ACHIEVEMENT LET LITERACY MANAGERS MOBILITY PAPERS PARENTS PERCEPTION PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOLING PRIMARY SCHOOLS PRINCIPALS PROFESSIONAL DEVELOPMENT PROFITABILITY OF EDUCATIONAL INVESTMENTS PUBLIC SCHOOLS PUBLIC SECTOR QUALITY EDUCATION QUALITY OF EDUCATION RATES OF RETURN READING READING INSTRUCTION REPETITION RURAL AREAS SCHOOL EFFECTS SCHOOL FACTORS SCHOOL LOCATION SCHOOL POLICIES SCHOOLING SCHOOLS STUDENT ACHIEVEMENT STUDENT PERFORMANCE TEACHER TEACHER BACKGROUND TEACHER CHARACTERISTICS TEACHER DEVELOPMENT TEACHERS TEACHING TEACHING OF READING TEST SCORES TEXTBOOKS WORKBOOKS WORKERS WRITTEN LANGUAGE YOUNG PEOPLE 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. 2012-06-25T15:13:28Z 2012-06-25T15:13:28Z 2005-03 http://documents.worldbank.org/curated/en/2005/03/5780377/families-schools-primary-school-learning-evidence-argentina-colombia-international-perspective https://hdl.handle.net/10986/8924 English Policy Research Working Paper; No. 3537 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank application/pdf text/plain World Bank, Washington, DC |
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Banco Mundial |
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Estados Unidos |
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US |
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Bibliográfico |
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biblioteca |
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America del Norte |
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Biblioteca del Banco Mundial |
| language |
English |
| topic |
ABILITY ACHIEVEMENT TESTS ADAPTATION ADDITION BASIC LITERACY BASIC SKILLS CARE CENTERS CLASS SIZE CLASSROOMS COMMUNITY INVOLVEMENT COMPETENCIES COMPUTER SOFTWARE CURRICULA CURRICULUM DECENTRALIZATION EARLY LEARNING EDUCATION EDUCATION LEVEL EDUCATION SYSTEMS EDUCATIONAL ACHIEVEMENT EDUCATIONAL EQUITY EDUCATIONAL INVESTMENTS EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EDUCATIONAL QUANTITY ENROLLMENT FAMILIES FIRST GRADE FRACTIONS GENDER GIRLS HOMEWORK IMMIGRATION INSTRUCTION KINDERGARTEN KINDERGARTENS LEARNING LEARNING ACHIEVEMENT LET LITERACY MANAGERS MOBILITY PAPERS PARENTS PERCEPTION PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOLING PRIMARY SCHOOLS PRINCIPALS PROFESSIONAL DEVELOPMENT PROFITABILITY OF EDUCATIONAL INVESTMENTS PUBLIC SCHOOLS PUBLIC SECTOR QUALITY EDUCATION QUALITY OF EDUCATION RATES OF RETURN READING READING INSTRUCTION REPETITION RURAL AREAS SCHOOL EFFECTS SCHOOL FACTORS SCHOOL LOCATION SCHOOL POLICIES SCHOOLING SCHOOLS STUDENT ACHIEVEMENT STUDENT PERFORMANCE TEACHER TEACHER BACKGROUND TEACHER CHARACTERISTICS TEACHER DEVELOPMENT TEACHERS TEACHING TEACHING OF READING TEST SCORES TEXTBOOKS WORKBOOKS WORKERS WRITTEN LANGUAGE YOUNG PEOPLE ABILITY ACHIEVEMENT TESTS ADAPTATION ADDITION BASIC LITERACY BASIC SKILLS CARE CENTERS CLASS SIZE CLASSROOMS COMMUNITY INVOLVEMENT COMPETENCIES COMPUTER SOFTWARE CURRICULA CURRICULUM DECENTRALIZATION EARLY LEARNING EDUCATION EDUCATION LEVEL EDUCATION SYSTEMS EDUCATIONAL ACHIEVEMENT EDUCATIONAL EQUITY EDUCATIONAL INVESTMENTS EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EDUCATIONAL QUANTITY ENROLLMENT FAMILIES FIRST GRADE FRACTIONS GENDER GIRLS HOMEWORK IMMIGRATION INSTRUCTION KINDERGARTEN KINDERGARTENS LEARNING LEARNING ACHIEVEMENT LET LITERACY MANAGERS MOBILITY PAPERS PARENTS PERCEPTION PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOLING PRIMARY SCHOOLS PRINCIPALS PROFESSIONAL DEVELOPMENT PROFITABILITY OF EDUCATIONAL INVESTMENTS PUBLIC SCHOOLS PUBLIC SECTOR QUALITY EDUCATION QUALITY OF EDUCATION RATES OF RETURN READING READING INSTRUCTION REPETITION RURAL AREAS SCHOOL EFFECTS SCHOOL FACTORS SCHOOL LOCATION SCHOOL POLICIES SCHOOLING SCHOOLS STUDENT ACHIEVEMENT STUDENT PERFORMANCE TEACHER TEACHER BACKGROUND TEACHER CHARACTERISTICS TEACHER DEVELOPMENT TEACHERS TEACHING TEACHING OF READING TEST SCORES TEXTBOOKS WORKBOOKS WORKERS WRITTEN LANGUAGE YOUNG PEOPLE |
| spellingShingle |
ABILITY ACHIEVEMENT TESTS ADAPTATION ADDITION BASIC LITERACY BASIC SKILLS CARE CENTERS CLASS SIZE CLASSROOMS COMMUNITY INVOLVEMENT COMPETENCIES COMPUTER SOFTWARE CURRICULA CURRICULUM DECENTRALIZATION EARLY LEARNING EDUCATION EDUCATION LEVEL EDUCATION SYSTEMS EDUCATIONAL ACHIEVEMENT EDUCATIONAL EQUITY EDUCATIONAL INVESTMENTS EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EDUCATIONAL QUANTITY ENROLLMENT FAMILIES FIRST GRADE FRACTIONS GENDER GIRLS HOMEWORK IMMIGRATION INSTRUCTION KINDERGARTEN KINDERGARTENS LEARNING LEARNING ACHIEVEMENT LET LITERACY MANAGERS MOBILITY PAPERS PARENTS PERCEPTION PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOLING PRIMARY SCHOOLS PRINCIPALS PROFESSIONAL DEVELOPMENT PROFITABILITY OF EDUCATIONAL INVESTMENTS PUBLIC SCHOOLS PUBLIC SECTOR QUALITY EDUCATION QUALITY OF EDUCATION RATES OF RETURN READING READING INSTRUCTION REPETITION RURAL AREAS SCHOOL EFFECTS SCHOOL FACTORS SCHOOL LOCATION SCHOOL POLICIES SCHOOLING SCHOOLS STUDENT ACHIEVEMENT STUDENT PERFORMANCE TEACHER TEACHER BACKGROUND TEACHER CHARACTERISTICS TEACHER DEVELOPMENT TEACHERS TEACHING TEACHING OF READING TEST SCORES TEXTBOOKS WORKBOOKS WORKERS WRITTEN LANGUAGE YOUNG PEOPLE ABILITY ACHIEVEMENT TESTS ADAPTATION ADDITION BASIC LITERACY BASIC SKILLS CARE CENTERS CLASS SIZE CLASSROOMS COMMUNITY INVOLVEMENT COMPETENCIES COMPUTER SOFTWARE CURRICULA CURRICULUM DECENTRALIZATION EARLY LEARNING EDUCATION EDUCATION LEVEL EDUCATION SYSTEMS EDUCATIONAL ACHIEVEMENT EDUCATIONAL EQUITY EDUCATIONAL INVESTMENTS EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EDUCATIONAL QUANTITY ENROLLMENT FAMILIES FIRST GRADE FRACTIONS GENDER GIRLS HOMEWORK IMMIGRATION INSTRUCTION KINDERGARTEN KINDERGARTENS LEARNING LEARNING ACHIEVEMENT LET LITERACY MANAGERS MOBILITY PAPERS PARENTS PERCEPTION PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOLING PRIMARY SCHOOLS PRINCIPALS PROFESSIONAL DEVELOPMENT PROFITABILITY OF EDUCATIONAL INVESTMENTS PUBLIC SCHOOLS PUBLIC SECTOR QUALITY EDUCATION QUALITY OF EDUCATION RATES OF RETURN READING READING INSTRUCTION REPETITION RURAL AREAS SCHOOL EFFECTS SCHOOL FACTORS SCHOOL LOCATION SCHOOL POLICIES SCHOOLING SCHOOLS STUDENT ACHIEVEMENT STUDENT PERFORMANCE TEACHER TEACHER BACKGROUND TEACHER CHARACTERISTICS TEACHER DEVELOPMENT TEACHERS TEACHING TEACHING OF READING TEST SCORES TEXTBOOKS WORKBOOKS WORKERS WRITTEN LANGUAGE YOUNG PEOPLE Fuchs, Thomas Woessmann, Ludger Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective |
| description |
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. |
| topic_facet |
ABILITY ACHIEVEMENT TESTS ADAPTATION ADDITION BASIC LITERACY BASIC SKILLS CARE CENTERS CLASS SIZE CLASSROOMS COMMUNITY INVOLVEMENT COMPETENCIES COMPUTER SOFTWARE CURRICULA CURRICULUM DECENTRALIZATION EARLY LEARNING EDUCATION EDUCATION LEVEL EDUCATION SYSTEMS EDUCATIONAL ACHIEVEMENT EDUCATIONAL EQUITY EDUCATIONAL INVESTMENTS EDUCATIONAL PERFORMANCE EDUCATIONAL QUALITY EDUCATIONAL QUANTITY ENROLLMENT FAMILIES FIRST GRADE FRACTIONS GENDER GIRLS HOMEWORK IMMIGRATION INSTRUCTION KINDERGARTEN KINDERGARTENS LEARNING LEARNING ACHIEVEMENT LET LITERACY MANAGERS MOBILITY PAPERS PARENTS PERCEPTION PRIMARY EDUCATION PRIMARY SCHOOL PRIMARY SCHOOLING PRIMARY SCHOOLS PRINCIPALS PROFESSIONAL DEVELOPMENT PROFITABILITY OF EDUCATIONAL INVESTMENTS PUBLIC SCHOOLS PUBLIC SECTOR QUALITY EDUCATION QUALITY OF EDUCATION RATES OF RETURN READING READING INSTRUCTION REPETITION RURAL AREAS SCHOOL EFFECTS SCHOOL FACTORS SCHOOL LOCATION SCHOOL POLICIES SCHOOLING SCHOOLS STUDENT ACHIEVEMENT STUDENT PERFORMANCE TEACHER TEACHER BACKGROUND TEACHER CHARACTERISTICS TEACHER DEVELOPMENT TEACHERS TEACHING TEACHING OF READING TEST SCORES TEXTBOOKS WORKBOOKS WORKERS WRITTEN LANGUAGE YOUNG PEOPLE |
| author |
Fuchs, Thomas Woessmann, Ludger |
| author_facet |
Fuchs, Thomas Woessmann, Ludger |
| author_sort |
Fuchs, Thomas |
| title |
Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective |
| title_short |
Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective |
| title_full |
Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective |
| title_fullStr |
Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective |
| title_full_unstemmed |
Families, Schools, and Primary-School Learning : Evidence for Argentina and Colombia in an International Perspective |
| title_sort |
families, schools, and primary-school learning : evidence for argentina and colombia in an international perspective |
| publisher |
World Bank, Washington, DC |
| publishDate |
2005-03 |
| url |
http://documents.worldbank.org/curated/en/2005/03/5780377/families-schools-primary-school-learning-evidence-argentina-colombia-international-perspective https://hdl.handle.net/10986/8924 |
| work_keys_str_mv |
AT fuchsthomas familiesschoolsandprimaryschoollearningevidenceforargentinaandcolombiainaninternationalperspective AT woessmannludger familiesschoolsandprimaryschoollearningevidenceforargentinaandcolombiainaninternationalperspective |
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1807154468346658816 |