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Pupil achievement, school resources and family background

Hægeland, Torbjørn; Raaum, Oddbjørn; Salvanes, Kjell Gunnar
Working paper
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URI
http://hdl.handle.net/11250/163284
Date
2004-12
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  • Discussion papers (SAM) [578]
Abstract
Whether increasing resource use in schools has a positive effect on pupil performance has

occupied governments, parents and researchers for decades. A main challenge when trying to

answer this question is to separate the effects of school resources from the effects of pupils’

family background, since resources may be allocated in a compensatory manner, and pupils

may sort into schools. We address these issues using a comprehensive dataset for two cohorts

of pupils graduating from lower secondary school in Norway. The dataset is rich in

performance measures, resource use variables and family background variables. As

performance measures we use results at age 16 across 11 subjects, and we exploit the fact that

we have both information from results from national exams and from continuous assessment

in class. Controlling for family background, we find a positive but modest effect of resource

quantity such as teacher hours per pupil, on pupil achievement. Observable teacher

qualifications, within the variation present in lower secondary school in Norway, do not

appear to have significant effects on school results. Resource quality as measured by teacher characteristics does not appear to have a significant impact on pupils’ marks. We find clear

evidence of compensating resource allocation and teacher sorting as well as relative setting of

marks.
Publisher
Norwegian School of Economics and Business Administration. Department of Economics
Series
Discussion paper
2004:36

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