Functional Forms and Educational Production Functions
dc.contributor.author | Montmarquette, Claude | |
dc.contributor.author | Mahseredjian, Sophie | |
dc.date.accessioned | 2006-09-22T19:55:30Z | |
dc.date.available | 2006-09-22T19:55:30Z | |
dc.date.issued | 1985 | |
dc.identifier.uri | http://hdl.handle.net/1866/403 | |
dc.format.extent | 411759 bytes | |
dc.format.mimetype | application/pdf | |
dc.publisher | Université de Montréal. Département de sciences économiques. | fr |
dc.subject | Mathematics | |
dc.subject | Evaluation Techniques | |
dc.subject | Production | |
dc.subject | Specifications | |
dc.title | Functional Forms and Educational Production Functions | |
dc.type | Article | |
dc.contributor.affiliation | Université de Montréal. Faculté des arts et des sciences. Département de sciences économiques | |
dcterms.abstract | Different Functional Forms Are Proposed and Applied in the Context of Educational Production Functions. Three Different Specifications - the Linerar, Logit and Inverse Power Transformation (Ipt) - Are Used to Explain First Grade Students' Results to a Mathematics Achievement Test. with Ipt Identified As the Best Functional Form to Explain the Data, the Assumption of Differential Impact of Explanatory Variables on Achievement Following the Status of the Student As a Low Or High Achiever Is Retained. Policy Implications of Such Result in Terms of School Interventions Are Discussed in the Paper. | |
dcterms.isPartOf | urn:ISSN:0709-9231 | |
UdeM.VersionRioxx | Version publiée / Version of Record | |
oaire.citationTitle | Cahier de recherche | |
oaire.citationIssue | 8513 |
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