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References for Central exit exams improve student outcomes
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Further reading
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Key references
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Woessmann, L. "The importance of
school systems: Evidence from international differences in
student achievement." Journal of
Economic Perspectives 30:3 (2016): 3–32. Key reference: [1]
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Bishop, J. H. "The effect of
national standards and curriculum-based exams on
achievement." American Economic
Review 87:2 (1997): 260–264. Key reference: [2]
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Bishop, J. H., Woessmann, L. "Institutional
effects in a simple model of educational production." Education
Economics 12:1 (2004): 17–38. Key reference: [3]
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Woessmann, L. "Schooling
resources, educational institutions, and student performance:
The international evidence." Oxford Bulletin of
Economics and Statistics 65:2 (2003): 117–170. Key reference: [4]
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Woessmann, L. "Institutional
determinants of school efficiency and equity: German states as a
microcosm for OECD countries." Journal of
Economics and Statistics 230:2 (2010): 234–270. Key reference: [5]
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Jürges, H., Schneider, K., Büchel, F. "The effect of
central exit examinations on student achievement:
Quasi-experimental evidence from TIMSS Germany." Journal of the
European Economic Association 3:5 (2005): 1134–1155. Key reference: [6]
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Luedemann, E. "Intended and
unintended short-run effects of the introduction of central exit
exams: Evidence from Germany." Schooling and the
Formation of Cognitive and Non-Cognitive Outcomes. Munich: ifo Institut, 2011. Key reference: [7]
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Leschnig, L., Schwerdt, G., Zigova, K. Central Exams and
Adult Skills: Evidence from PIAAC. Working
Paper, 2016-02. Key reference: [8]
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Jürges, H., Schneider, K. "Central exit
examinations increase performance…but take the fun out of
mathematics." Journal of
Population Economics 23:2 (2010): 497–517. Key reference: [9]
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Jürges, H., Schneider, K., Senkbeil, M., Carstensen, C. H. "Assessment drives
learning: The effect of central exit exams on curricular
knowledge and mathematical literacy." Economics of
Education Review 31:1 (2012): 56–65. Key reference: [10]
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Piopiunik, M., Schwerdt, G., Woessmann, L. "Central school
exit exams and labor-market outcomes." European Journal
of Political Economy 31 (2013): 93–108. Key reference: [11]
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Schwerdt, G., Woessmann, L. "The information
value of central school exams." Economics of
Education Review 56 (2017): 65–79. Key reference: [12]
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Hanushek, E. A., Link, S., Woessmann, L. "Does school
autonomy make sense everywhere? Panel estimates from
PISA." Journal of
Development Economics 104 (2013): 212–232. Key reference: [13]
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Woessmann, L. "The importance of
school systems: Evidence from international differences in
student achievement." Journal of
Economic Perspectives 30:3 (2016): 3–32.
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Additional References
- Backes-Gellner, U., Veen, S. "The consequences of central examinations on educational quality standards and labour market outcomes." Oxford Review of Education 34:5 (2008): 569–588.
- Betts, J. R. "The impact of educational standards on the level and distribution of earnings." American Economic Review 88:1 (1998): 266–275.
- Bishop, J. H. "The impact of curriculum-based external examinations on school priorities and student learning." International Journal of Educational Research 23:8 (1995): 653–752.
- Bishop, J. H. "Are national exit examinations important for educational efficiency?" Swedish Economic Policy Review 6:2 (1999): 349–398.
- Bishop, J. H. "Drinking from the fountain of knowledge: student incentive to study and learn – Externalities, information problems, and peer pressure." In: Hanushek, E. A., Welch, F. (eds). Handbook of the Economics of Education, Vol. 2. North Holland: Amsterdam, 2006.
- Bishop, J. H., Mane, F. "The impacts of minimum competency exam graduation requirements on high school graduation, college attendance and early labor market success." Labour Economics 8:2 (2001): 203–222.
- Bishop, J. H., Moriarty, J. Y., Mane, F. "Diplomas for learning, not seat time: The impact of New York Regents examinations." Economics of Education Review 19:4 (2000): 333–349.
- Costrell, R. M. "A simple model of educational standards." American Economic Review 84:4 (1994): 956–971.
- Fuchs, T., Woessmann, L. "What accounts for international differences in student performance? A re-examination using PISA data." Empirical Economics 32:2–3 (2007): 433–464.
- Graham, A. E., Husted, T. A. "Understanding state variations in SAT scores." Economics of Education Review 12:3 (1993): 197–202.
- Hanushek, E. A., Ruhose, J., Woessmann, L. "Knowledge capital and aggregate income differences: Development accounting for US states." American Economic Journal: Macroeconomics (Forthcoming).
- Hanushek, E. A., Schwerdt, G., Wiederhold, S., Woessmann, L. "Returns to skills around the world: Evidence from PIAAC." European Economic Review 73 (2015): 103–130.
- Hanushek, E. A., Woessmann, L. "The role of cognitive skills in economic development." Journal of Economic Literature 46:3 (2008): 607–668.
- Hanushek, E. A., Woessmann, L. "The economics of international differences in educational achievement." In: Hanushek, E. A., Machin, S., Woessmann , L. (eds). Handbook of the Economics of Education, Vol. 3. North Holland: Amsterdam, 2011.
- Hanushek, E. A., Woessmann, L. "Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation." Journal of Economic Growth 17:4 (2012): 267–321.
- Hanushek, E. A., Woessmann, L. "Knowledge capital, growth, and the East Asian miracle." Science 351:6271 (2016): 344–345.
- Jürges, H., Richter, W. F., Schneider, K. "Teacher quality and incentives: Theoretical and empirical effects of standards on teacher quality." FinanzArchiv 61:3 (2005): 298–326.
- Woessmann, L. Central Exams Improve Educational Performance: International Evidence. Kiel Discussion Papers No.397, 2002.
- Woessmann, L. "Central exit exams and student achievement: International evidence." In: Peterson, P. E., West, M. R. (eds). No Child Left Behind? The Politics and Practice of School Accountability. Washington, DC: Brookings Institution Press, 2003.
- Woessmann, L. "The effect heterogeneity of central exams: Evidence from TIMSS, TIMSS-Repeat and PISA." Education Economics 13:2 (2005): 143–169.