The Role of Background Factors for Reading Literacy: Straight National Scores in the PISA 2000 Study

Fertig, Michael; Schmidt, Christoph M.

Purchase - $8 CEPR Subscribers Download

Add Paper to My Library

The Role of Background Factors for Reading Literacy: Straight National Scores in the PISA 2000 Study

19 Pages Posted: 18 Oct 2002

See all articles by Michael Fertig

Michael Fertig

Rheinisch-Westfälisches Institut für Wirtschaftsforschung (RWI Essen); IZA Institute of Labor Economics

Christoph M. Schmidt

RWI - Leibniz-Insitut für Wirtschaftsforschung (RWI Essen); Ruhr-Universität Bochum (RUB); Institute for the Study of Labor (IZA); Centre for Economic Policy Research (CEPR)

There are 2 versions of this paper

Date Written: September 2002

Abstract

Based on the individual-level data of the PISA 2000 study, this Paper provides a detailed econometric analysis of the way that reading test scores are associated with individual and family background information, and with characteristics of the school and class of the 15 to 16 year old respondents to the survey. Based on our quantile regressions, we interpret the national performance scores conditional on these observable characteristics, as the reflection of different education systems. Our findings suggest that US students, particularly those in the lower quantiles, are served relatively unsatisfactorily by their system of education. Moreover, part of the potential for improvement seems to involve measurable aspects, which could be altered and monitored easily.

Keywords: Reading literacy, school resources, quantile regression

JEL Classification: I21, I28

Suggested Citation: Suggested Citation

Fertig, Michael and Schmidt, Christoph M., The Role of Background Factors for Reading Literacy: Straight National Scores in the PISA 2000 Study (September 2002). Available at SSRN: https://ssrn.com/abstract=342270