Evaluating education systems
| dc.rights.license | open | en_US |
| dc.contributor.author | GRAVEL, N. | |
| dc.contributor.author | LEVAVASSEUR, E. | |
| hal.structure.identifier | Groupe de Recherche en Economie Théorique et Appliquée [GREThA] | |
| dc.contributor.author | MOYES, Patrick | |
| dc.date.accessioned | 2021-11-19T10:57:05Z | |
| dc.date.available | 2021-11-19T10:57:05Z | |
| dc.date.issued | 2021 | |
| dc.identifier.issn | 0003-6846 | en_US |
| dc.identifier.uri | https://oskar-bordeaux.fr/handle/20.500.12278/123873 | |
| dc.description.abstractEn | This paper proposes two dominance criteria for evaluating education systems described as joint distributions of the pupils’ cognitive skill achievements and family backgrounds. The first criterion is the smallest transitive ranking of education systems compatible with three elementary principles. The first principle requires the favorable recording of any improvement in the cognitive skill of a child with a given family background. The second principle demands that any child’s cognitive skill be all the more favourably appraised as the child is coming from an unfavourable background. The third principle states that when two different skills and family backgrounds are allocated between two children, it is preferable that the high skill be given to the low background child than the other way around. Our second criterion adds to the three principles the elitist requirement that a mean-preserving spread in the skills of two children with the same background be recorded favorably. We apply our criteria to the ranking of education systems of 43 countries, where we measure cognitive skills by PISA score in mathematics and famly background by the largest of the two parents’International Socio Economic Index. Our criteria conclusively compare about 19% of all the possible pairs of countries. © 2021 Informa UK Limited, trading as Taylor & Francis Group. | |
| dc.language.iso | EN | en_US |
| dc.subject.en | Academic Performance | |
| dc.subject.en | Child Development | |
| dc.subject.en | Cognition | |
| dc.subject.en | Comparative Study | |
| dc.subject.en | Educational Development | |
| dc.subject.en | Family Structure | |
| dc.subject.en | Socioeconomic Conditions | |
| dc.subject.en | Socioeconomic Indicator | |
| dc.subject.en | Socioeconomic Status | |
| dc.title.en | Evaluating education systems | |
| dc.type | Article de revue | en_US |
| dc.identifier.doi | 10.1080/00036846.2021.1922586 | en_US |
| dc.subject.hal | Économie et finance quantitative [q-fin] | en_US |
| bordeaux.journal | Applied Economics | en_US |
| bordeaux.page | 5177-5207 | en_US |
| bordeaux.volume | 53 | en_US |
| bordeaux.hal.laboratories | Groupe de Recherche en Economie Théorique et Appliquée (GREThA) - UMR 5113 | en_US |
| bordeaux.issue | 45 | en_US |
| bordeaux.institution | Université de Bordeaux | en_US |
| bordeaux.institution | CNRS | en_US |
| bordeaux.peerReviewed | oui | en_US |
| bordeaux.inpress | non | en_US |
| hal.export | false | |
| dc.rights.cc | Pas de Licence CC | en_US |
| bordeaux.COinS | ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Applied%20Economics&rft.date=2021&rft.volume=53&rft.issue=45&rft.spage=5177-5207&rft.epage=5177-5207&rft.eissn=0003-6846&rft.issn=0003-6846&rft.au=GRAVEL,%20N.&LEVAVASSEUR,%20E.&MOYES,%20Patrick&rft.genre=article |
Fichier(s) constituant ce document
| Fichiers | Taille | Format | Vue |
|---|---|---|---|
|
Il n'y a pas de fichiers associés à ce document. |
|||