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dc.rights.licenseopenen_US
dc.contributor.authorGRAVEL, N.
dc.contributor.authorLEVAVASSEUR, E.
hal.structure.identifierGroupe de Recherche en Economie Théorique et Appliquée [GREThA]
dc.contributor.authorMOYES, Patrick
dc.date.accessioned2021-11-19T10:57:05Z
dc.date.available2021-11-19T10:57:05Z
dc.date.issued2021
dc.identifier.issn0003-6846en_US
dc.identifier.urihttps://oskar-bordeaux.fr/handle/20.500.12278/123873
dc.description.abstractEnThis 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.isoENen_US
dc.subject.enAcademic Performance
dc.subject.enChild Development
dc.subject.enCognition
dc.subject.enComparative Study
dc.subject.enEducational Development
dc.subject.enFamily Structure
dc.subject.enSocioeconomic Conditions
dc.subject.enSocioeconomic Indicator
dc.subject.enSocioeconomic Status
dc.title.enEvaluating education systems
dc.typeArticle de revueen_US
dc.identifier.doi10.1080/00036846.2021.1922586en_US
dc.subject.halÉconomie et finance quantitative [q-fin]en_US
bordeaux.journalApplied Economicsen_US
bordeaux.page5177-5207en_US
bordeaux.volume53en_US
bordeaux.hal.laboratoriesGroupe de Recherche en Economie Théorique et Appliquée (GREThA) - UMR 5113en_US
bordeaux.issue45en_US
bordeaux.institutionUniversité de Bordeauxen_US
bordeaux.institutionCNRSen_US
bordeaux.peerReviewedouien_US
bordeaux.inpressnonen_US
hal.exportfalse
dc.rights.ccPas de Licence CCen_US
bordeaux.COinSctx_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


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