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Does public spending improve educational resilience? A longitudinal analysis of OECD-PISA data

Author

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  • Tommaso Agasisti

    (Politecnico di Milano School of Management, Italy)

  • Sergio Longobardi

    (University of Naples Parthenope, Italy)

  • Andrea Regoli

    (University of Naples Parthenope, Italy)

Abstract

“Resilient students” are those who, despite their disadvantaged background, are able to obtain good educational results. This paper proposes a statistical procedure for identifying the proportion of resilient students for countries participating to OECD Programme for International Students Assessment (PISA) various years; then, it employs a longitudinal analysis (i.e. a set of fixed-effects [FE] models) to study the determinants of this proportion. While an important stream of the literature pointed at demonstrating that educational funding is not correlated with higher average performances of students, our findings suggest that it can help disadvantaged students in overcoming their penalizing starting conditions, at least when considering the proportion of public expenditure invested in education as a share of total public spending.

Suggested Citation

  • Tommaso Agasisti & Sergio Longobardi & Andrea Regoli, 2014. "Does public spending improve educational resilience? A longitudinal analysis of OECD-PISA data," Working papers 3, Società Italiana di Economia Pubblica.
    • Handle: RePEc:ipu:wpaper:3
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    References listed on IDEAS

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    1. Hanushek, Eric A. & Woessmann, Ludger, 2011. "The Economics of International Differences in Educational Achievement," Handbook of the Economics of Education, in: Erik Hanushek & Stephen Machin & Ludger Woessmann (ed.), Handbook of the Economics of Education, edition 1, volume 3, chapter 2, pages 89-200, Elsevier.
    2. Brunello, Giorgio & Rocco, Lorenzo, 2013. "The effect of immigration on the school performance of natives: Cross country evidence using PISA test scores," Economics of Education Review, Elsevier, vol. 32(C), pages 234-246.
    3. Miles Corak, 2013. "Income Inequality, Equality of Opportunity, and Intergenerational Mobility," Journal of Economic Perspectives, American Economic Association, vol. 27(3), pages 79-102, Summer.
    4. Tommaso Agasisti & Sergio Longobardi, 2014. "Educational institutions, resources, and students' resiliency: an empirical study about OECD countries," Economics Bulletin, AccessEcon, vol. 34(2), pages 1055-1067.
    5. Ludger Woessmann & Elke Luedemann & Gabriela Schuetz & Martin R. West, 2009. "School Accountability, Autonomy and Choice Around the World," Books, Edward Elgar Publishing, number 13540.
    6. Hanushek, Eric A. & Link, Susanne & Woessmann, Ludger, 2013. "Does school autonomy make sense everywhere? Panel estimates from PISA," Journal of Development Economics, Elsevier, vol. 104(C), pages 212-232.
    7. Agasisti, Tommaso & Longobardi, Sergio, 2014. "Inequality in education: Can Italian disadvantaged students close the gap?," Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), Elsevier, vol. 52(C), pages 8-20.
    8. Wößmann, Ludger, 2007. "International evidence on school competition, autonomy, and accountability: A review," Munich Reprints in Economics 19649, University of Munich, Department of Economics.
    9. Hanushek, Eric A. & Luque, Javier A., 2003. "Efficiency and equity in schools around the world," Economics of Education Review, Elsevier, vol. 22(5), pages 481-502, October.
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    Cited by:

    1. Sulis, Isabella & Giambona, Francesca & Porcu, Mariano, 2020. "Adjusted indicators of quality and equity for monitoring the education systems over time. Insights on EU15 countries from PISA surveys," Socio-Economic Planning Sciences, Elsevier, vol. 69(C).

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    More about this item

    Keywords

    Resilient students; FE models;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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