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%T Families, Schools, and Primary-School Learning: Evidence for Argentina and Colombia in an International Perspective %A Woessmann, Ludger %J Applied Economics %N 21 %P 2645-2665 %V 42 %D 2009 %@ 1466-4283 %= 2011-04-01T04:48:00Z %~ http://www.peerproject.eu/ %> https://nbn-resolving.org/urn:nbn:de:0168-ssoar-242262 %X 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. %G en %9 journal article %W GESIS - http://www.gesis.org %~ SSOAR - http://www.ssoar.info