Working Paper: CEPR ID: DP3544
Authors: Michael Fertig; Christoph M. Schmidt
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: quantile regression; reading literacy; school resources
JEL Codes: I21; I28
Edges that are evidenced by causal inference methods are in orange, and the rest are in light blue.
| Cause | Effect |
|---|---|
| Parental education (I24) | Reading literacy scores (I21) |
| Mother's education (I24) | Reading literacy scores (I21) |
| Family structure (J12) | Reading literacy scores (I21) |
| Noncitizen status (K37) | Reading literacy scores (I21) |
| Second-generation immigrants (J69) | Reading literacy scores (I21) |
| School characteristics (I23) | Reading literacy scores (I21) |
| Poor school conditions (I24) | Reading literacy scores (I21) |