Based on the individual-level data of the PISA 2000 study, this note provides a detailed
econometric analysis of the way that reading test scores are associated with individual and
family background information and with characteristics of the school and class of the 15 to 16
year old respondents to the survey. Based on our quantile regressions, we interpret the
national performance scores conditional on these observable characteristics, as the reflection
of different education systems. Our findings suggest that US students, particularly those in
the lower quantiles, are served relatively unsatisfactorily by their system of education.
Moreover, part of the potential for improvement seems to involve measurable aspects which
could be altered and monitored easily.
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