Authors | Countries | Empirical Method | Results |
Hanushek and Woessmann [14] | World Program for International Student Assessment (PISA) testing math, science, and reading | Least-squares regressions with instrumental variables in quasi-experimental research methods | Class size is a relevant variable only in settings with low teacher quality. |
Teachers are more closely related to student outcomes. | |||
Ouédraogo [4] | Burkina Faso | Ordinary least squares (OLS) in the error correction model | Positive effect of student-teacher ratio. |
Short-term negative and long-term positive effect of percentage of qualified teachers. | |||
Long-term negative effect of overall repetition rate. | |||
Not significant in the short- and long-term positive effect on the literacy rate. | |||
Negative effect of unit costs of budgetary public expenditure. | |||
Positive effect in the short- and long-term total operating expenditure. | |||
Positive effect of salary unit expenditure. | |||
Positive effect of unit investment expenditure. | |||
Al-Samarrai [15] | UNESCO countries | OLS | Expenditure per pupil in primary school has a positive significant effect on the survival rate only up to Grade 5 and a negative significant effect on school enrollment rates. The other coefficients are not significant. |
Hanushek and Kimko [16] | Countries of the International Association for the Evaluation of Educational Achievement (IEA) and International Assessment of Educational Progress (IAEP) | OLS | Student-teacher ratio is not significant. |
Ordinary spending on education per student has a negative effect. | |||
Total expenditure on education in percent of GDP has a negative effect. | |||
Wößmann [17] | United States of America, developing countries, OECD countries, East Asian countries | Weighted least squares | International differences in student performance are not caused by differences in schooling resources but are mainly due to differences in educational institutions. Class size has a positive effect. |