The paper suggests that international differences in educational institutions explain the large
international differences in student performance in cognitive achievement tests.
Many have identified variations in teacher quality as a key factor in
international differences in student performance and have urged policies that will lift the quality of the U.S. teaching force.
Not exact matches
Notwithstanding this debate, the
international variation
in student performance levels
in mathematics and science is a fact, and it is generally accepted that
differences in the amount of resources given to the education sector do not fully explain why
performance levels vary.
My working hypothesis is that
differences in educational institutions explain more of the
international variation
in student performance than
differences in the resources nations devote to schooling.
International differences in teacher quality are commonly hypothesized to be a key determinant of the large international student performance gaps, but lack of consistent quality measures has precluded
International differences in teacher quality are commonly hypothesized to be a key determinant of the large
international student performance gaps, but lack of consistent quality measures has precluded
international student performance gaps, but lack of consistent quality measures has precluded testing this.