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Family background and school performance during a turbulent era of school reforms
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutet för social forskning (SOFI).
2003 Ingår i: Swedish economic policy review, ISSN 1400-1829, Vol. 10, nr 2, s. 111-136Artikel i tidskrift (Refereegranskat) Published
Ort, förlag, år, upplaga, sidor
2003. Vol. 10, nr 2, s. 111-136
Identifikatorer
URN: urn:nbn:se:su:diva-24467OAI: oai:DiVA.org:su-24467DiVA, id: diva2:197608
Anmärkning
Part of urn:nbn:se:su:diva-7091Tillgänglig från: 2007-09-20 Skapad: 2007-09-17Bibliografiskt granskad
Ingår i avhandling
1. Teachers, Family and Friends: Essays in Economics of Education
Öppna denna publikation i ny flik eller fönster >>Teachers, Family and Friends: Essays in Economics of Education
2007 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

Family background and school performance during a turbulent era of school reforms

In the 1990s, Swedish education policy took several steps towards more decentralization and more room for parental school choice. We study the relationship between school performance and family background during this period of time. We use two measures of family background; sibling correlations in grade point average (GPA) and correlations between the child’s GPA and parental income. We find that both relationships were remarkably stable over this turbulent period of time.

Is the Gender Gap in School Performance Affected by the Sex of the Teacher?

We investigate whether the gender performance gap can be attributed to the fact that the teacher profession is female dominated, that is, is there a causal effect on student outcome from having a same-sex teacher? We find no strong support for our initial hypothesis that a same-sex teacher improves student outcome.

Detracking Swedish compulsory schools – any losers, any winners?

In this paper I exploit the fact that different tracking policies were practiced simultaneously in Swedish compulsory schools, but also that tracking policies changed over time within schools. The results show that there are no average effects of tracking but differential effects. Students with a low-educated family background are more likely to fail math at high school if they have attended a school that practiced tracking than their non-tracked peers.

Estimating Peer Effects in Swedish High School using School, Teacher, and Student Fixed Effects.

In this paper I use a rich dataset in order to observe each student over time in different subjects and courses. I find positive peer effects for the average student, but also non-linear effects. Lower achievers benefit more from an increase in both mean and the spread in peer achievement within the classroom than their higher-achieving peers.

Ort, förlag, år, upplaga, sidor
Stockholm: Nationalekonomiska institutionen, 2007
Serie
Swedish Institute for Social Research, ISSN 0283-8222 ; 72
Nationell ämneskategori
Nationalekonomi
Forskningsämne
nationalekonomi
Identifikatorer
urn:nbn:se:su:diva-7091 (URN)978-91-7155-482-6 (ISBN)
Disputation
2007-10-12, hörsal 4, hus B, Universitetsvägen 10, Stockholm, 13:00
Opponent
Handledare
Tillgänglig från: 2007-09-20 Skapad: 2007-09-17 Senast uppdaterad: 2012-02-14Bibliografiskt granskad

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