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  • This paper presents evidence on the associations between family background, school characteristics and student performance in primary school in Argentina, Colombia and several comparison countries. As a general pattern, educational performance is strongly related to family background, weakly to some institutional school features and hardly to schools’ resource endowments. In an international perspective, family-background effects are relatively large in Argentina, and relatively small in Colombia. A specific Argentine feature is the lack of performance differences between rural and urban areas. A specific Colombian feature is the lack of significant between-gender performance differences. Non-native students and students not speaking Spanish at home perform particularly weak in both countries. In Argentina, students perform better in schools with a centralized curriculum and ability-based class formation. (xsd:string)
?:contributor
?:dateModified
  • 2009 (xsd:gyear)
?:datePublished
  • 2009 (xsd:gyear)
?:doi
  • 10.1080/00036840801964617 ()
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  • true (xsd:boolean)
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?:inLanguage
  • en (xsd:string)
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?:issn
  • 1466-4283 ()
?:issueNumber
  • 21 (xsd:string)
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?:name
  • Families, Schools, and Primary-School Learning: Evidence for Argentina and Colombia in an International Perspective (xsd:string)
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?:publicationType
  • Zeitschriftenartikel (xsd:string)
  • journal_article (en)
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?:sourceInfo
  • GESIS-SSOAR (xsd:string)
  • In: Applied Economics, 42, 2009, 21, 2645-2665 (xsd:string)
rdf:type
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?:urn
  • urn:nbn:de:0168-ssoar-242262 ()
?:volumeNumber
  • 42 (xsd:string)