61 / 253
49
Average disciplinary climate in
school
36.65**
48.36**
43.92**
38.64**
43.70**
37.96**
51.36**
57.87**
51.55**
(0.840)
(0.798)
(0.809)
(0.439)
(0.439)
(0.443)
(0.489)
(0.515)
(0.491)
number of computers
available
0.0641*
*
0.0818*
*
0.0726*
*
0.0132*
*
0.00539
**
0.0197*
*
0.0729*
*
0.0987*
*
0.0724*
*
(0.0058
0)
(0.0054
9)
(0.0057
4)
(0.0016
3)
(0.0016
4)
(0.0016
5)
(0.0020
4)
(0.0025
2)
(0.0020
8)
Parental pressure: low
-
9.675**
-
6.144**
-
6.563**
-
21.70**
-
19.29**
-
20.13**
-15.64**
-
12.72**
-
12.76**
(0.958)
(0.909)
(0.932)
(0.506)
(0.517)
(0.519)
(0.564)
(0.610)
(0.573)
Parental pressure: absent
-
4.568**
-0.930
-0.959
-
24.49**
-
20.85**
-
22.59**
-17.24**
-
15.94**
-
15.29**
(1.089)
(1.037)
(1.049)
(0.569)
(0.580)
(0.581)
(0.580)
(0.616)
(0.585)
Small town
11.64**
7.893**
9.369**
6.790**
9.331**
5.299**
11.84**
10.57**
7.189**
(1.255)
(1.157)
(1.197)
(0.802)
(0.796)
(0.821)
(0.837)
(0.840)
(0.844)
Town
30.10**
25.69**
27.05**
18.31**
15.88**
13.23**
17.25**
12.73**
9.183**
(1.325)
(1.221)
(1.255)
(0.762)
(0.754)
(0.780)
(0.795)
(0.800)
(0.802)
City
31.86**
25.47**
25.70**
19.52**
14.34**
13.10**
26.74**
22.70**
17.49**
(1.255)
(1.164)
(1.201)
(0.798)
(0.793)
(0.819)
(0.807)
(0.820)
(0.815)
Large city
55.83**
46.06**
46.77**
24.39**
18.12**
13.37**
48.14**
52.56**
39.15**
(1.467)
(1.401)
(1.427)
(0.938)
(0.944)
(0.959)
(0.853)
(0.898)
(0.866)
Autonomy – content
4.211**
-0.580
-2.096+
-1.088+
-0.461
2.470**
-2.031**
-1.444*
0.819
(1.181)
(1.095)
(1.134)
(0.572)
(0.577)
(0.579)
(0.581)
(0.619)
(0.582)
Autonomy – hiring
-
31.41**
-
18.82**
-
25.29**
-
17.21**
-
11.65**
-
10.80**
5.835**
9.652**
5.161**
(1.305)
(1.203)
(1.260)
(0.634)
(0.640)
(0.643)
(0.629)
(0.649)
(0.624)
Autonomy – budget
9.646**
4.311**
8.022**
3.692**
2.627**
4.044**
5.546**
2.859**
5.446**
(0.846)
(0.786)
(0.809)
(0.523)
(0.529)
(0.528)
(0.481)
(0.492)
(0.477)
Constant
192.7**
243.2**
237.8**
134.3**
140.7**
166.8**
132.1**
128.4**
127.9**
(20.97)
(19.60)
(20.16)
(10.77)
(10.86)
(10.94)
(10.81)
(11.30)
(10.80)
Observations
52,704
52,704
52,704
188,169
188,169
188,169
172,564
172,564
172,564
R-squared
0.213
0.190
0.182
0.193
0.173
0.157
0.305
0.333
0.297
Note: STR and class size data is missing for Albania and hence not included in the regression model.
These differences in the determinants imply that part of the learning gaps between OIC and non-
OIC countries reported earlier in
Figure 2.13
reflect socio-economic and institutional quality
differences. Not all of these differences are statistically observed and hence fully measureable.
Nonetheless, we the same regression specification reported in
Table 2.1
pooling data for OIC
and non-OIC countries and estimate the extent of country-specific shortfall in learning in the OIC
sample that can’t be attributed to differences in child, family and school level factors that are
included in the regression model.
Figure 2.30
plots the coefficient on country-specific indicator
variable from the full sample regression model where the comparison category is OECD
countries and the included categories are 9 participating OIC countries and other non-OECD
countries. Even after differencing out a host of common correlates of student learning, there are
large gaps in test scores.