Schooling and test scores: A mother-natural experiment
Schooling and test scores: A mother-natural experiment
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DOI：
10.1016/j.econedurev.2006.08.001
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发表时间：
2007-10-01
影响因子：
2.2
通讯作者：
Marcotte, Dave E.
中科院分区：
文献类型：
--
作者：
Marcotte, Dave E.
在教育经济学中，没有比确定学校投入和学生成绩之间的关系更重要或更困难的任务了。关于这一主题的文献几乎没有得到解决，主要是由于学校资源的短缺。在本文中，我检查的教育生产函数的一个重要的，但很少研究的组成部分：教学时间的影响。为了确定学校教育对考试成绩的影响，我利用了这样一个事实，即冬季天气的变化使学生在参加马里兰州学校绩效评估计划（MSPAP）考试之前的上学天数产生了不小的差异。我发现有证据表明，在大雪年份参加考试的学生的表现明显不如在其他年份参加MSPAP考试的同一所学校的同龄人。我还发现，在一个相对灵活的课程（数学）和学生在早期年级的表现是最受雪的影响。这两项研究结果都与教学日形式的教育投入提高学生考试成绩的解释一致。(c)2007爱思唯尔有限公司保留所有权利。
In the economics of education, no task has been more important or more difficult than identifying the relationship between school inputs and student performance. The literature on this topic has reached little resolution, largely owing to the endogeneity of school resources. In this paper I examine the effect of a vital but little studied component of the education production function: instructional time. To identify the impact of schooling on test scores I make use of the fact that variation in winter weather made non-trivial differences in the number of school days students received prior to taking the Maryland School Performance Assessment Program (MSPAP) exams. I find evidence that students who took exams in years with heavy snowfall performed significantly worse than their peers in the same school who took MSPAP exams in other years. I also find that performance in a subject with relatively inflexible curricula (mathematics) and students in earlier grades were most affected by snow. Both of these findings are consistent with the interpretation that education inputs in the form of instructional days improve students' test scores. (c) 2007 Elsevier Ltd. All rights reserved.